The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning

Nicole Goossens*, Gino Camp, Peter P.J.L. Verkoeijen, Huib Tabbers, Rolf Zwaan

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    7 Downloads (Pure)

    Abstract

    The testing effect is the phenomenon that retrieval practice of learning material after studying enhances long-term retention more than restudying. We examined retrieval practice in primary school vocabulary learning in two experiments. Nine-year-old children studied word definitions and completed exercises according to three learning conditions: pure restudy, elaborative restudy or retrieval practice. Children in the pure restudy condition reread and partly copied the definitions. In the elaborative restudy condition children reread the definitions and connected semantically related words to the target words. Children in the retrieval practice condition recalled the words based on their definitions. Overall, on the fill-in-the-blank test after one week children in the retrieval practice condition outperformed children in the other conditions, but on the multiple-choice test there were no differences. Retrieval practice may be effective for primary school vocabulary learning, but there is uncertainty about the practical value and the magnitude of the retrieval practice effect.
    Original languageEnglish
    Pages (from-to)177-182
    Number of pages6
    JournalJournal of Applied Research in Memory and Cognition
    Volume3
    Issue number3
    Early online date10 Jun 2014
    DOIs
    Publication statusPublished - Sep 2014

    Keywords

    • Elaborative exercises
    • memory
    • retrieval practice
    • testing effect
    • vocabulary learning

    Fingerprint

    Dive into the research topics of 'The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning'. Together they form a unique fingerprint.

    Cite this