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Papers on “active recall retrieval practice versus rereading learning”

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1. Intentional and incidental second language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity

   Jan H. Hulstijn · 2001 · Cambridge University Press eBooks · 765 cites

   Introduction Most learners of a second language (L2) feel concerned with the burden of vocabulary learning and worry about the question of how to cope with the formidable task of learning thousands of words. This has been documented by a number of questionnaire, interview and case studies (Gu & Johnson, 1996; Jones, 1995; Lawson & Hogden, 1996; Porte, 1988; Sanaoui, 1995). Because of the sheer magnitude of the vocabulary learning task it is only quite natural that many L2 teachers feel uncertain about how to guide their students. Should they require their students to learn words intentionally, perhaps even by rote, or should they believe the rumours that intentional learning is not conducive

2. Metacognitive awareness of learning strategies in undergraduates

   Jennifer A. McCabe · 2010 · Memory & Cognition · 311 cites

3. Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

   Thomas D. Griffin, Jennifer Wiley, Keith W. Thiede · 2008 · Memory & Cognition · 186 cites

4. Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases

   Tamara van Gog, John Sweller · 2015 · Educational Psychology Review · 161 cites

   The testing effect is a finding from cognitive psychology with relevance for education. It shows that after an initial study period, taking a practice test improves long-term retention compared to not taking a test and—more interestingly—compared to restudying the learning material. Boundary conditions of the effect that have received attention include the test format, retrieval success on the initial test, the retention interval, or the spacing of tests. Another potential boundary condition concerns the complexity of learning materials, that is, the number of interacting information elements a learning task contains. This insight is not new, as research from a century ago already had indica

5. Generative Learning: Which Strategies for What Age?

   Garvin Brod · 2020 · Educational Psychology Review · 148 cites

   Abstract Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age

6. Practicing Retrieval Facilitates Learning

   Kathleen B. McDermott · 2020 · Annual Review of Psychology · 126 cites

   How do we go about learning new information? This article reviews the importance of practicing retrieval of newly experienced information if one wants to be able to retrieve it again in the future. Specifically, practicing retrieval shortly after learning can slow the forgetting process. This benefit can be seen across various material types, and it seems prevalent in all ages and learner abilities and on all types of test. It can also be used to enhance student learning in a classroom setting. I review theoretical understanding of this phenomenon (sometimes referred to as the testing effect or as retrieval-based learning) and consider directions for future research.

7. Strengthening concept learning by repeated testing

   Carola Wiklund‐Hörnqvist, Bert Jonsson, Lars Nyberg · 2013 · Scandinavian Journal of Psychology · 100 cites

   The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology key-concepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is ar

8. Using Testing as a Learning Tool

   Brenda W. Yang, Juan Razo, Adam M. Persky · 2019 · American Journal of Pharmaceutical Education · 81 cites

   Objective. The purpose of this review is to discuss some principles from cognitive psychology regarding the benefits of testing and translate those findings into practical applications for instruction and studying. Findings. Testing or retrieval practice is superior to re-study for promoting long-term retention. The benefits of testing can be see with open-ended responses (eg, cued or free recall) and multiple choice questions. The use of multiple-choice questions during testing may have an additional benefit as it may stabilize information that is stored in memory but temporarily inaccessible due to disuse (eg, marginal knowledge). Summary. Testing can have multiple learning benefits. We em