Re-examining the testing effect as a learning strategy: the advantage of retrieval practice over concept mapping as a
Roland Mayrhofer1, Christof Kuhbandner1, Katja Frischholz1
1Department of Psychology, University of Regensburg, Regensburg, Germany.
Frontiers in Psychology
|January 12, 2024
Summary
Retrieval practice did not outperform concept mapping due to a methodological flaw. When both learning strategies included memorization, the advantage of retrieval practice disappeared, revealing it as a artifact.
Area of Science:
- Cognitive Psychology
- Educational Psychology
Background:
- Previous studies suggested retrieval practice enhances learning more than concept mapping.
- This led to recommendations for widespread use of retrieval practice in education.
Purpose of the Study:
- To investigate if the perceived advantage of retrieval practice over concept mapping was due to confounding methodological variables.
- To determine if additional memorization, not retrieval practice itself, drove previous findings.
Main Methods:
- A preregistered study compared retrieval practice with concept mapping.
- One group performed retrieval practice and memorization; the other performed concept mapping without additional memorization.
- A second condition involved concept mapping followed by memorization.
Main Results:
- The previous finding of retrieval practice superiority was replicated when concept mapping lacked additional memorization.
- This advantage vanished when concept mapping also included memorization.
- The observed benefit of retrieval practice was attributed to methodological artifact, not the strategy itself.
Conclusions:
- The assumed advantage of retrieval practice over concept mapping is a methodological artifact.
- Highlights the critical importance of robust research methodology and precise terminology in educational research.
- Findings have implications for understanding learning strategies and memory advantages.
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