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- Vol 5 RE: Chapter 8
retrieval practicegenerative learningfollow-up learning tasksknowledge constructionlearning task sequencingfeedback designprior knowledgemetacognitive mechanismsJournal article Evidence summaryAt a glance
Roelle and colleagues examine the underdeveloped relationship between retrieval-practice research and generative-learning research.
Key ideas
Retrieval is typically used to consolidate accessible memory representations, whereas activities such as explaining, mapping, drawing, or generating examples aim to construct or reorganize understanding. Because these functions may complement one another, the authors use follow-up learning tasks to analyze when retrieval can prepare learners for later generative activity and when generative activity can enrich subsequent retrieval. They distinguish direct effects on practiced material from indirect effects on new learning, discuss cognitive and metacognitive mechanisms, and identify design variables such as sequencing, feedback, task demands, and prior knowledge.
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The paper calls for experiments that explicitly integrate the two research traditions instead of comparing isolated techniques, with the goal of designing combinations whose processes and boundary conditions are theoretically understood.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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