Free-recall retrieval practice tasks for students with ADHD: whole-text versus section recall

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neurodevelopmental Disorders

Background:

• Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often face challenges with text learning and memory retention.
• Retrieval practice is a key strategy for enhancing learning, but its effectiveness can vary based on implementation.
• Understanding optimal retrieval methods is crucial for supporting academic success in students with ADHD.

Purpose of the Study:

• To compare the effectiveness of two free-recall retrieval practice methods for text learning in students with and without ADHD.
• To investigate whether recalling information after each section or after the whole text leads to better long-term retention.
• To explore differences in recall organization between students with and without ADHD.

Main Methods:

• Participants (with and without ADHD) read texts and engaged in retrieval practice via free recall.
• Two retrieval conditions were used: recall after each section versus recall after the whole text.
• A free-recall criterion test was administered two days later to assess learning outcomes.

Main Results:

• The whole-text recall condition led to a higher proportion of idea units recalled on the criterion test compared to section recall, for both groups.
• Neither retrieval practice method outperformed simple restudying.
• Exploratory analyses indicated whole-text recall also benefited the order of recalled information, with ADHD participants showing less organized recall than non-ADHD peers.

Conclusions:

• Whole-text free-recall is a recommended retrieval practice strategy for students with ADHD to improve text learning.
• Implementing strategies to enhance the mental organization of studied material is advised for students with ADHD.
• While retrieval practice is beneficial, its effectiveness is comparable to restudying, suggesting further optimization may be needed.