Multiple Practice Success Scaffolds Long-Term Test-Enhanced Learning in Preschoolers

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Educational Psychology

Background:

• Retrieval practice is a known method for improving long-term memory retention.
• The retrieval practice effect's applicability and boundaries in early childhood are not fully understood.

Purpose of the Study:

• To investigate the presence and boundary conditions of the retrieval practice effect in preschool-aged children (5-6 years).
• To examine the influence of initial learning amount on the retrieval practice effect.

Main Methods:

• Two experiments were conducted with 202 preschool-aged children.
• Participants engaged in retrieval practice sessions with varying amounts of initial learning.
• Memory performance was assessed using both recall and recognition measures.

Main Results:

• The retrieval practice effect was observed in 5-6-year-old children.
• A significant effect was contingent upon achieving a sufficient retrieval success rate, achieved through multiple initial learning cycles.
• The effect was robust across both recall (d=0.315) and recognition (d=0.324) measures.
• The consistency of retrieval methods between practice and testing did not influence the effect.

Conclusions:

• Retrieval practice is effective for enhancing long-term memory in early childhood.
• Sufficient initial learning is a critical boundary condition for the retrieval practice effect in young children.
• Findings have implications for designing effective early childhood education strategies to optimize memory development.