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Related Concept Videos

Retrieval01:12

Retrieval

108
Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
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Storage01:23

Storage

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A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Mnemonic Devices01:23

Mnemonic Devices

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Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
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Concepts and Prototypes01:24

Concepts and Prototypes

135
The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
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Schemata01:17

Schemata

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A schema is a mental construct that organizes related concepts, allowing the brain to process information efficiently. Upon activation, schemata facilitate assumptions about people or objects.
Two types of schemata are:
79

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Concept mapping - increased potential as a retrieval-based task.

Sina Lenski1, Mirlinda Mustafa2, Jörg Großschedl2

  • 1German Institute for Adult Education, Bonn, Germany.

Memory (Hove, England)
|June 20, 2024
PubMed
Summary

Retrieval-based concept mapping (RCM) enhances biology learning performance and elaboration, despite lower map quality and higher cognitive load compared to study-based concept mapping (SCM). This retrieval practice supports student learning.

Keywords:
Concept mappingcognitive loadelaborationretrieval practicetesting effect

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Biology Education

Background:

  • Concept mapping is a valuable tool for improving learning.
  • Learners construct concept maps either with learning material available (study-based concept mapping, SCM) or from memory (retrieval-based concept mapping, RCM).
  • RCM is hypothesized to yield better learning outcomes but lower map quality and higher cognitive load than SCM.

Purpose of the Study:

  • To investigate the influence of learning material availability on concept mapping effectiveness in biology.
  • To compare study-based concept mapping (SCM) and retrieval-based concept mapping (RCM) in an authentic classroom setting.

Main Methods:

  • A quasi-experimental design was employed with 129 secondary school students.
  • Students received prior concept mapping training.
  • Participants were assigned to either the SCM or RCM condition.

Main Results:

  • Retrieval-based concept mapping (RCM) resulted in lower concept map quality compared to study-based concept mapping (SCM).
  • RCM students demonstrated superior elaboration activities and learning performance.
  • Perceived intrinsic cognitive load was higher in the RCM condition.

Conclusions:

  • Concept mapping utilized as a retrieval practice strategy can significantly enhance biology learning performance.
  • The findings support the use of RCM in educational settings to promote deeper learning and knowledge retrieval.
  • Educators can leverage RCM to foster better elaboration and academic achievement in students.