Enhancing learning by retrieval: Enriching free recall with elaborative prompting

Endres, Tino; Carpenter, Shana K.; Martin, Alf; Renkl, Alexander

doi:10.1016/j.learninstruc.2016.11.010

Cited by 73 publications

(55 citation statements)

References 47 publications

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“…Further studies are needed to establish the external validity of these findings, by testing whether the beneficial effects are long-lasting and can be observed in more complex domains, such as conceptual change or scientific reasoning. Future studies should also compare generating predictions to other generative learning activities, such as providing examples or explanations (e.g., Endres, Carpenter, Martin, & Renkl, 2017;Legare & Lombrozo, 2014). Nevertheless, having found beneficial effects in two different domains makes us optimistic that they can be found across a wide range of situations.…”

Section: Discussionmentioning

confidence: 99%

When generating a prediction boosts learning: The element of surprise

Brod

Hasselhorn

Bunge

2018

Learning and Instruction

101

109

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Using both behavioral and eye-tracking methodology, we tested whether and how asking students to generate predictions is an efficient technique to improve learning. In particular, we designed two tasks to test whether the surprise induced by outcomes that violate expectations enhances learning. Data from the first task revealed that asking participants to generate predictions, as compared to making post hoc evaluations, facilitated acquisition of geography knowledge. Pupillometry measurements revealed that expectancy-violating outcomes led to a surprise response only when a prediction was made beforehand, and that the strength of this response was positively related to the amount of learning. Data from the second task demonstrated that making predictions about the outcomes of soccer matches specifically improved memory for expectancy-violating events. These results suggest that a specific benefit of making predictions in learning contexts is that it creates the opportunity for the learner to be surprised. Implications for theory and educational practice are discussed.

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Section: Discussionmentioning

confidence: 99%

When generating a prediction boosts learning: The element of surprise

Brod

Hasselhorn

Bunge

2018

Learning and Instruction

101

109

View full text Add to dashboard Cite

show abstract

“…Weinstein et al, ). The extra time makes sense because a more intensive examination and a deeper elaboration of the learning content, induced by the generation of questions and testing, takes more time than when only trying to memorize content (Endres, Carpenter, Martin, & Renkl, ). However, our study did not explicitly control for time spent on the material despite the fact that the learning period was fixed in all conditions.…”

Section: Discussionmentioning

confidence: 99%

Comparing the effects of generating questions, testing, and restudying on students' long‐term recall in university learning

Ebersbach

Feierabend

Nazari

2020

Applied Cognitive Psychology

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We compared the long-term effects of generating questions by learners with answering questions (i.e., testing) and restudying in the context of a university lecture. In contrast to previous studies, students were not prepared for the learning strategies, learning content was experimentally controlled, and effects on factual and transfer knowledge were examined. Students' overall recall performance after one week profited from generating questions and testing but not from restudying. When analyzing the effects on both knowledge types separately, traditional analyses revealed that only factual knowledge appeared to benefit from testing. However, additional Bayesian analyses suggested that generating questions and testing similarly benefit factual and transfer knowledge compared with restudying. The generation of questions thus seems to be another powerful learning strategy, yielding similar effects as testing on long-term retention of coherent learning content in educational contexts, and these effects emerge for factual and transfer knowledge. K E Y W O R D S desirable difficulties, factual and transfer knowledge, question generation, testing effect, university learning

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“…In this context, it should be noted that Hanham et al (2017) conducted six experiments using textual material and found strong relations between the testing effect and the element interactivity of the information. Also regarding the testing effect, considering the research literature on elaborative memory strategies (e.g., Endres et al, 2017 ), it can be investigated if a test with elaborative prompts, in conditions of low element interactivity, is also productive for learning.…”

Section: Future Directions For Researchmentioning

confidence: 99%

Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials

et al. 2018

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According to the concept of desirable difficulties, introducing difficulties in learning may sacrifice short-term performance in order to benefit long-term retention of learning. We describe three types of desirable difficulty effects: testing, generation, and varied conditions of practice. The empirical literature indicates that desirable difficulty effects are not always obtained and we suggest that cognitive load theory may be used to explain many of these contradictory results. Many failures to obtain desirable difficulty effects may occur under conditions where working memory is already stressed due to the use of high element interactivity information. Under such conditions, the introduction of additional difficulties may be undesirable rather than desirable. Empirical evidence from diverse experiments is used to support this hypothesis.

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Enhancing learning by retrieval: Enriching free recall with elaborative prompting

Cited by 73 publications

References 47 publications

When generating a prediction boosts learning: The element of surprise

When generating a prediction boosts learning: The element of surprise

Comparing the effects of generating questions, testing, and restudying on students' long‐term recall in university learning

Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials

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