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ERIC Number: ED521113
Record Type: Non-Journal
Publication Date: 2011-Jun
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Quick Review of "Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping"
What Works Clearinghouse
The study examined whether using the retrieval-practice studying technique--in which students alternate between reading a passage and writing memorable information from that passage--improved student learning of a science passage more than the study-once, repeated-study, or concept-mapping techniques. The study found that students using the retrieval-practice technique scored significantly higher than students using the study-once, repeated-study, and concept-mapping techniques. The average percent of correct test questions for each group was 67% for retrieval practice, 27% for study once, 49% for repeated study, and 45% for concept mapping. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. [The following study is the focus of this "Quick Review": Karpicke, J. D., & Blunt, J. R. (2011). "Retrieval practice produces more learning than elaborative studying with concept mapping." "Science," 331, 772-775.]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
IES Funded: Yes