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Retrieval-Based Learning and Element...

Buchin, Zachary L.

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Retrieval-Based Learning and Element Interactivity: The Role of Prior Knowledge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Retrieval-Based Learning and Element Interactivity: The Role of Prior Knowledge./
Author:	Buchin, Zachary L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	185 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: B.
Contained By:	Dissertations Abstracts International82-12B.
Subject:	Cognitive psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28323623
ISBN:	9798516057120

Retrieval-Based Learning and Element Interactivity: The Role of Prior Knowledge.
Buchin, Zachary L.

Retrieval-Based Learning and Element Interactivity: The Role of Prior Knowledge. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 185 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2021.

This item must not be sold to any third party vendors.

Retrieving information benefits later memory of that information typically to a greater degree than equivalent restudy. This direct effect of retrieval (i.e., the testing effect) has emerged as one of the most robust findings in cognitive psychology and has been shown to generalize across a range of materials, tasks, and contexts, leading many cognitive scientists to advocate for broad implementation in education. However, the transition from principle to practice has been challenging. Not only do educators call for further research on educationally relevant factors (e.g., prior knowledge), but a recent debate has emerged over whether retrieval practice can enhance complex meaningful learning. Research grounded in cognitive load theory claims that the testing effect disappears or even reverses when learning tasks are complex (or high in element interactivity). Element interactivity considers the complexity of the materials in relation to the learner's prior knowledge and can be manipulated by changing either the materials or the knowledge of the learner (i.e., it decreases as knowledge increases).The current study experimentally manipulated element interactivity by holding material complexity constant and randomly assigning participants to prior knowledge conditions via three days of training (i.e., online lessons) in one of two academic domains. After training, participants studied new information from one domain before two rounds of either focused restudy of examples/key ideas or retrieval practice of short-answer questions with elaborative feedback (repeated for the second domain). Thus, learning tasks were either lower (trained topics) or higher (untrained topics) in element interactivity. Although rated as more effortful during learning, retrieval practice led to significantly greater overall performance on a final delayed test than restudy. Critically, despite a substantial effect of prior knowledge (and a clear reduction in element interactivity), there was no interaction between learning strategy and prior knowledge. Nearly identical testing effects for trained and untrained topics provides evidence against the idea that prior knowledge and element interactivity represent significant boundary conditions of retrieval-based learning. Students with higher or lower levels of prior knowledge will similarly benefit more from retrieval practice (short-answer questions with feedback) than restudy (detailed examples/key ideas) when learning complex scientific information.

ISBN: 9798516057120Subjects--Topical Terms:

523881
Cognitive psychology.
Subjects--Index Terms:

Element interactivity

Retrieval-Based Learning and Element Interactivity: The Role of Prior Knowledge.
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520 $a Retrieving information benefits later memory of that information typically to a greater degree than equivalent restudy. This direct effect of retrieval (i.e., the testing effect) has emerged as one of the most robust findings in cognitive psychology and has been shown to generalize across a range of materials, tasks, and contexts, leading many cognitive scientists to advocate for broad implementation in education. However, the transition from principle to practice has been challenging. Not only do educators call for further research on educationally relevant factors (e.g., prior knowledge), but a recent debate has emerged over whether retrieval practice can enhance complex meaningful learning. Research grounded in cognitive load theory claims that the testing effect disappears or even reverses when learning tasks are complex (or high in element interactivity). Element interactivity considers the complexity of the materials in relation to the learner's prior knowledge and can be manipulated by changing either the materials or the knowledge of the learner (i.e., it decreases as knowledge increases).The current study experimentally manipulated element interactivity by holding material complexity constant and randomly assigning participants to prior knowledge conditions via three days of training (i.e., online lessons) in one of two academic domains. After training, participants studied new information from one domain before two rounds of either focused restudy of examples/key ideas or retrieval practice of short-answer questions with elaborative feedback (repeated for the second domain). Thus, learning tasks were either lower (trained topics) or higher (untrained topics) in element interactivity. Although rated as more effortful during learning, retrieval practice led to significantly greater overall performance on a final delayed test than restudy. Critically, despite a substantial effect of prior knowledge (and a clear reduction in element interactivity), there was no interaction between learning strategy and prior knowledge. Nearly identical testing effects for trained and untrained topics provides evidence against the idea that prior knowledge and element interactivity represent significant boundary conditions of retrieval-based learning. Students with higher or lower levels of prior knowledge will similarly benefit more from retrieval practice (short-answer questions with feedback) than restudy (detailed examples/key ideas) when learning complex scientific information.
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