Retrieval-Based Learning and Prior Knowledge

Autor/inn/en	Buchin, Zachary L.; Mulligan, Neil W.
Titel	Retrieval-Based Learning and Prior Knowledge
Quelle	In: Journal of Educational Psychology, 115 (2023) 1, S.22-35 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buchin, Zachary L.) ORCID (Mulligan, Neil W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000773
Schlagwörter	Prior Learning; Memory; Learning Processes; Learning Strategies; Educational Benefits; Attribution Theory; Computer Assisted Instruction; Scientific Research; Feedback (Response); Teaching Methods; Transfer of Training; Retention (Psychology); Science Tests; Validity; Rating Scales; Science Instruction; Student Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Vorkenntnisse; Gedächtnis; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsertrag; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Merkfähigkeit; Gültigkeit; Rating-Skala; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten
Abstract	Retrieval practice typically benefits later memory more than restudy (i.e., the testing effect). The benefits of retrieval-based learning generalize across a range of materials and contexts, leading many cognitive scientists to advocate for broad educational implementation. However, educators and practitioners call for more research on factors critical to education (e.g., individual differences between learners). One key understudied factor is the amount of relevant prior knowledge held by the learner, which can moderate the effectiveness of other learning strategies (i.e., expertise-reversal effects). The current study investigated the potential moderating influence of prior knowledge on the learning benefits of retrieval. To assess the causal effects of prior knowledge on later learning strategy effectiveness, we randomly assigned online participants to be trained in multiple topics within one of two academic domains over 3 days. Participants then engaged in a more typical testing effect paradigm--they studied new scientific text passages related to their trained or untrained domain and completed two rounds of focused restudy or retrieval with elaborative feedback (repeated for the other domain). Two days later, participants took a final test on the previously learned information from both domains. Despite being rated as more effortful than restudy, retrieval practice led to greater overall test performance (with larger relative benefits on retention than transfer questions). Critically, despite a substantial benefit from training-induced knowledge, testing effects were nearly identical for high and low prior knowledge information. This suggests that prior knowledge is not a critical boundary condition of retrieval-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01