scholarly journals Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school

2021 ◽  
Author(s):  
Jonathan Barenberg ◽  
Timo Berse ◽  
Laura Reimann ◽  
Stephan Dutke
Keyword(s):  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Practice Effects ◽  
Test Formats

Testing the Desirable Difficulty Account of Retrieval Practice Effects

2008 ◽  
Author(s):  
Mary A. Pyc ◽  
Katherine A. Rawson
Keyword(s):  
Retrieval Practice ◽  
Practice Effects

scholarly journals Repeated Retrieval Practice to Foster Students’ Critical Thinking Skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Lara M. van Peppen ◽  
Peter P. J. L. Verkoeijen ◽  
Anita Heijltjes ◽  
Eva Janssen ◽  
Tamara van Gog
Keyword(s):  
Critical Thinking ◽  
Retrieval Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Syllogistic Reasoning ◽  
Learning Performance ◽  
Practice Effects ◽  
Significant Difference ◽  
Post Test ◽  
Repeated Retrieval

There is a need for effective methods to teach critical thinking. Many studies on other skills have demonstrated beneficial effects of practice that repeatedly induces retrieval processes (repeated retrieval practice). The present experiment investigated whether repeated retrieval practice is effective for fostering critical thinking skills, focusing on avoiding biased reasoning. Seventy-five students first took a pre-test. Subsequently, they were instructed on critical thinking and avoiding belief-bias in syllogistic reasoning and engaged in retrieval practice with syllogisms. Afterwards, depending on the assigned condition, they (1) did not engage in extra retrieval practice; (2) engaged in retrieval practiced a second time (week later); or (3) engaged in retrieval practiced a second (week later) and a third time (two weeks later). Two/three days after the last practice session, all participants took a post-test consisting of practiced tasks (to measure learning relative to the pre-test) and non-practiced (transfer) tasks. Results revealed no significant difference between the pretest and the posttest learning performance as judged by the mean total performance (MC-answers + justification), although participants were, on average, faster on the post-test than on the pre-test. Exploring performance on MC-answers-only suggested that participants did benefit from instruction/practice but may have been unable to justify their answers. Unfortunately, we were unable to test effects on transfer due to a floor effect, which highlights the difficulty of establishing transfer of critical thinking skills. To the best of our knowledge, this is the first study that addresses repeated retrieval practice effects in the critical thinking domain. Further research should focus on determining the preconditions of repeated retrieval practice effects for this type of tasks.

scholarly journals Word repetition and retrieval practice effects in aphasia: Evidence for use-dependent learning in lexical access

2018 ◽  
Vol 35 (5-6) ◽  
pp. 271-287 ◽  
Author(s):  
Julia Schuchard ◽  
Erica L. Middleton
Keyword(s):  
Lexical Access ◽  
Retrieval Practice ◽  
Practice Effects ◽  
Word Repetition ◽  
Dependent Learning

Individual and Collaborative Retrieval Practice Effects on Long-Term Learning

2012 ◽  
Author(s):  
Janell R. Blunt ◽  
Afrida Rahman ◽  
Jeffrey D. Karpicke
Keyword(s):  
Retrieval Practice ◽  
Practice Effects

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study

2016 ◽  
Vol 30 (5) ◽  
pp. 700-712 ◽  
Author(s):  
Nicole A. M. C. Goossens ◽  
Gino Camp ◽  
Peter P. J. L. Verkoeijen ◽  
Huib K. Tabbers ◽  
Samantha Bouwmeester ◽  
...  
Keyword(s):  
Primary School ◽  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Distributed Practice ◽  
Classroom Study

Focus on the forms

2013 ◽  
Vol 36 (2) ◽  
pp. 132-145 ◽  
Author(s):  
Michael Harrington ◽  
Wenying Jiang
Keyword(s):  
Semantic Information ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Measurable Effect ◽  
Retrieval Task ◽  
Form Recognition ◽  
Word Forms ◽  
Test Sets ◽  
Supplementary List

This study examines the effect of recognition-based retrieval practice on vocabulary learning in a university Chinese class. Students (N=26) were given practice retrieving new vocabulary (single or two-character words) in a series of simple form recognition tests administered over four weeks. The test sets consisted of target vocabulary that appeared in the previous week’s lesson and distracter items drawn from upcoming vocabulary. Tests were group-administered via PowerPoint and students used a checklist response to indicate whether a given item had appeared in the previous week’s material. Responses relied on episodic knowledge of previous exposure and required no processing of semantic information. Students were able to reliably identify the target items in the retrieval task with performance on these items being found superior to that for supplementary list control words on midterm and final vocabulary tests. The findings indicate that a focus on word forms can have a measurable effect on vocabulary learning in the classroom and underscores the efficacy of retrievalbased testing (the testing effect, Barcroft, 2007; Roediger & Karpicke, 2006) in facilitating vocabulary learning. The implications for recognition-based retrieval practice in vocabulary instruction in the Chinese classroom are discussed.

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning

2014 ◽  
Author(s):  
Gino Camp ◽  
Nicole A. M. C. Goossens ◽  
Peter Verkoeijen ◽  
Huib K. Tabbers ◽  
Rolf Zwaan
Keyword(s):  
Primary School ◽  
Retrieval Practice ◽  
Vocabulary Learning ◽  
Distributed Practice

Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

2021 ◽  
Author(s):  
Gesa S. E. van den Broek ◽  
Tamara van Gog ◽  
Evelien Jansen ◽  
Mirja Pleijsant ◽  
Liesbeth Kester
Keyword(s):  
Retrieval Practice ◽  
Vocabulary Learning

scholarly journals The role of episodic context in retrieval practice effects.

2017 ◽  
Vol 43 (7) ◽  
pp. 1036-1046 ◽  
Author(s):  
Joshua W. Whiffen ◽  
Jeffrey D. Karpicke
Keyword(s):  
Retrieval Practice ◽  
Practice Effects
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