Please use this identifier to cite or link to this item: https://doi.org/10.1037/xap0000124
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dc.titleDoes Retrieval Practice Enhance Learning and Transfer Relative to Restudy for Term-Definition Facts?
dc.contributor.authorPan, Steven C
dc.contributor.authorRickard, Timothy C
dc.date.accessioned2022-07-13T06:49:47Z
dc.date.available2022-07-13T06:49:47Z
dc.date.issued2017-09-01
dc.identifier.citationPan, Steven C, Rickard, Timothy C (2017-09-01). Does Retrieval Practice Enhance Learning and Transfer Relative to Restudy for Term-Definition Facts?. JOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED 23 (3) : 278-292. ScholarBank@NUS Repository. https://doi.org/10.1037/xap0000124
dc.identifier.issn1076898X
dc.identifier.issn19392192
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/228397
dc.description.abstractIn many pedagogical contexts, term-definition facts that link a concept term (e.g., "vision") with its corresponding definition (e.g., "the ability to see") are learned. Does retrieval practice involving retrieval of the term (given the definition) or the definition (given the term) enhance subsequent recall, relative to restudy of the entire fact? Moreover, does any benefit of retrieval practice for the term transfer to later recall of the definition, or vice versa? We addressed those questions in 4 experiments. In each, subjects first studied term-definition facts and then trained on two thirds of the facts using multiple-choice tests with feedback. Half of the test questions involved recalling terms; the other half involved recalling definitions. The remaining facts were either not trained (Experiment 1) or restudied (Experiments 2-4). A 48-hr delayed multiple-choice (Experiments 1-2) or short answer (Experiments 3a-4) final test assessed recall of all terms or all definitions. Replicating and extending prior research, retrieval practice yielded improved recall and positive transfer relative to no training. Relative to restudy, however, retrieval practice consistently enhanced subsequent term retrieval, enhanced subsequent definition retrieval only after repeated practice, and consistently yielded at best minimal positive transfer in either direction. Theoretical and practical implications are discussed.
dc.language.isoen
dc.publisherAMER PSYCHOLOGICAL ASSOC
dc.sourceElements
dc.subjectSocial Sciences
dc.subjectPsychology, Applied
dc.subjectPsychology
dc.subjectretrieval practice
dc.subjecttesting effect
dc.subjecttransfer
dc.subjectterm-definition
dc.subjectfact learning
dc.subjectFEEDBACK
dc.subjectRETENTION
dc.subjectTESTS
dc.subjectPERFORMANCE
dc.subjectCLASSROOM
dc.subjectSKILLS
dc.subjectEXAMS
dc.subjectCHILDRENS
dc.subjectSCIENCE
dc.subjectQUIZZES
dc.typeArticle
dc.date.updated2022-07-11T07:26:03Z
dc.contributor.departmentDEPT OF PSYCHOLOGY
dc.description.doi10.1037/xap0000124
dc.description.sourcetitleJOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED
dc.description.volume23
dc.description.issue3
dc.description.page278-292
dc.published.statePublished
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