Retrieval practice, with or without mind mapping, boosts fact learning in primary school children.
Stuart J Ritchie1, Sergio Della Sala, Robert D McIntosh
1Human Cognitive Neuroscience, Department of Psychology, University of Edinburgh, Edinburgh, United Kingdom.
Plos One
|November 23, 2013
Summary
Retrieval practice, a study method using testing, significantly improves fact recall in young children aged 8-12. Mind mapping did not show consistent benefits in this learning study.
Area of Science:
- Cognitive Psychology
- Educational Psychology
Background:
- Retrieval practice enhances learning and recall in adults and older children.
- Limited research exists on retrieval practice's effectiveness in younger children.
Purpose of the Study:
- To investigate the effectiveness of retrieval practice for fact learning in primary school-age children (8-12 years).
- To compare retrieval practice with mind mapping, a common but less evidenced study technique.
Main Methods:
- A crossed-factorial between-subjects design was used across two experiments.
- Children studied novel geographical facts under conditions with or without retrieval practice and mind mapping.
- Recall was assessed at varying intervals (days, weeks).
Main Results:
- Retrieval practice significantly improved fact recall in children after four days in Experiment 1.
- The benefits of retrieval practice were replicated at one and five weeks in Experiment 2.
- Mind mapping did not yield consistent positive effects on learning.
Conclusions:
- Retrieval practice is an effective strategy for improving fact learning and recall in young children.
- The findings support the integration of retrieval practice into educational methods for primary school students.
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