Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 1 RE: Chapter 7
- Vol 2 RE: App D
- Vol 2 TE: App B
- Vol 3 RE: Chapter 4
- Vol 4 TE: App C
- Vol 5 RE: Chapter 7
retrieval practiceconcept mappingverbatim recallinference performancedelayed learningmetacognitive mismatchJournal article Evidence summaryAt a glance
Karpicke and Blunt compare retrieval practice with elaborative concept mapping using science texts. Students studied material and then either repeatedly retrieved it from memory or constructed concept maps while viewing the text.
Key ideas
On delayed tests one week later, retrieval practice produced substantially better verbatim recall and inference performance, even when the final assessment required creating a concept map. Learners nevertheless predicted that repeated study would be more effective, illustrating a metacognitive mismatch between immediate fluency and durable learning. The experiments do not show that concept maps are inherently ineffective. Their learning value depends on how they are used: constructing a map with the source present is elaborative study, whereas reconstructing relationships from memory can itself become retrieval practice. Active recall requires learners to search for and organise knowledge without external support, revealing gaps and strengthening later access.
Why it matters
The findings concern specific texts, schedules, and assessments, so application should include feedback and spacing. The central result is that meaningful learning is not produced only by elaborative encoding; effortful reconstruction from memory can improve conceptual understanding and transfer more than additional exposure.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway