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Does Providing Prompts During Retrieval Practice Improve Learning?

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Title: Does Providing Prompts During Retrieval Practice Improve Learning?
Authors: Smith, Megan A., Blunt, Janell R., Whiffen, Joshua W., Karpicke, Jeffrey D.
Source: Applied Cognitive Psychology. Jul/Aug2016, Vol. 30 Issue 4, p544-553. 10p. 4 Charts, 2 Graphs.
Subjects: Learning, Recollection (Psychology), Recognition (Psychology), Prompts (Psychology), Dimensional preference
Abstract: The purpose of this investigation was to identify ways to prompt retrieval practice to make recall even more effective at producing meaningful learning. In two experiments, subjects read educational texts and practiced retrieval across two periods. During prompted retrieval, subjects were cued to explain and describe concepts from the text, whereas during free recall, subjects recalled as much of the material from the text as they could. A reading control condition was also included. Learning was assessed using both verbatim and higher-order questions 1 week later. Practicing retrieval improved learning relative to the control on both types of questions; however, whether subjects practiced free or prompted retrieval did not matter for learning. Subjects rated prompted retrieval as less enjoyable and interesting than the other retrieval conditions. Results demonstrate practicing retrieval promoted meaningful learning, and that subjects' initial retrieval success was highest when they used their own retrieval strategies during recall. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Does Providing Prompts During Retrieval Practice Improve Learning?
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Megan+A%2E%22">Smith, Megan A.</searchLink><br /><searchLink fieldCode="AR" term="%22Blunt%2C+Janell+R%2E%22">Blunt, Janell R.</searchLink><br /><searchLink fieldCode="AR" term="%22Whiffen%2C+Joshua+W%2E%22">Whiffen, Joshua W.</searchLink><br /><searchLink fieldCode="AR" term="%22Karpicke%2C+Jeffrey+D%2E%22">Karpicke, Jeffrey D.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Applied+Cognitive+Psychology%22">Applied Cognitive Psychology</searchLink>. Jul/Aug2016, Vol. 30 Issue 4, p544-553. 10p. 4 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Recollection+%28Psychology%29%22">Recollection (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Psychology%29%22">Recognition (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Prompts+%28Psychology%29%22">Prompts (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Dimensional+preference%22">Dimensional preference</searchLink>
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  Data: The purpose of this investigation was to identify ways to prompt retrieval practice to make recall even more effective at producing meaningful learning. In two experiments, subjects read educational texts and practiced retrieval across two periods. During prompted retrieval, subjects were cued to explain and describe concepts from the text, whereas during free recall, subjects recalled as much of the material from the text as they could. A reading control condition was also included. Learning was assessed using both verbatim and higher-order questions 1 week later. Practicing retrieval improved learning relative to the control on both types of questions; however, whether subjects practiced free or prompted retrieval did not matter for learning. Subjects rated prompted retrieval as less enjoyable and interesting than the other retrieval conditions. Results demonstrate practicing retrieval promoted meaningful learning, and that subjects' initial retrieval success was highest when they used their own retrieval strategies during recall. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Cognitive Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
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      – SubjectFull: Recognition (Psychology)
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      – SubjectFull: Prompts (Psychology)
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              Text: Jul/Aug2016
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