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Science. 2011 Feb 11;331(6018):772-5. doi: 10.1126/science.1199327. Epub 2011 Jan 20.

Retrieval practice produces more learning than elaborative studying with concept mapping.

Author information

1
Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907, USA. karpicke@purdue.edu

Abstract

Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.

PMID:
21252317
DOI:
10.1126/science.1199327
[Indexed for MEDLINE]
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