Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

By Url PubMed. 2012

527 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/00f291e3b2367c8d07ce52bb1879807b3d13b870

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Citations in the corpus

Ten benefits of testing and their applications to educational practice. (2011, background): “For example, Karpicke and Blunt (2011) showed that retrieval practice produced better retention later than did concept mapping, a widely used study technique.”
The learning benefits of teaching: A retrieval practice hypothesis (2018, unknown): “…Johnson & Mayer, 2009; Yong & Lim, 2016), analogical problem solving (Wong, Ng, Tempel, & Lim, 2017), and, of particular relevance to the present study, science‐based texts (e.g., Blunt & Karpicke, 2014; de Jonge, Tabbers, & Rikers, 2015; Dobson, 2013; Hinze & Wiley, 2011; Karpicke & Blunt, 2011).”
Peer-to-peer Teaching in Higher Education: A Critical Literature Review (2016, background): “A highly relevant article within the field of peer teaching is, Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping, by Karpicke and Blunt (2011).”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “…cognitive processes, recent research provides compelling evidence that retrieval practice is an effective strategy to promote students’ transfer of learning (Butler, BlackMaier, Raley, & Marsh, 2017; Carpenter, 2012; Karpicke & Blunt, 2011; Pan & Rickard, in press; Rohrer, Taylor, & Sholar, 2010).”
When Is It Better to Learn Together? Insights from Research on Collaborative Learning (2015, background): “Prior research has shown that repeated retrieval has a larger impact on subsequent memory than repeated study (e.g., Karpicke and Blunt 2011).”
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, unknown): “Karpicke and Blunt (2011) took steps toward addressing these questions.”
Applying learning theories and instructional design models for effective instruction. (2016, background): “Online quizzes with the lecture recording make your lecture videos more interactive, and practice retrieval through answering questions significantly improves long-term retention (15, 16).”
Retrieval-Based Learning (2012, background): “Indeed, the activity would seem to be an effective tool for promoting elaborative processing, although there has not been a wealth of randomized, controlled experiments examining the most effective ways to use concept mapping as a learning activity (see Karpicke & Blunt, 2011a).”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “However, dissociations between aggregate predictions and criterion test performance have also been observed with between-participants manipulations of testing versus restudying (Blunt and Karpicke 2014; Carpenter et al. 2016; Hinze and Rapp 2014; Johnson and Mayer 2009; Kang 2010; Karpicke 2009; Kar”
Testing Enhances the Transfer of Learning (2012, background): “Benefits of testing on performance in answering later inference questions have also been recently reported by Karpicke and Blunt (2011).”
Learning mathematics through algorithmic and creative reasoning (2014, background): “…for later performances on subsequent tasks (e.g., Pyc & Rawson, 2009); these are results that have also been translated and proven effective in teaching (e.g., Carpenter, Pashler, & Cepeda, 2009; Karpicke & Blunt, 2011; Larsen, Butler, & Roediger, 2008; Wiklund-Hörnqvist, Jonsson, & Nyberg, 2014).”