It matters how to recall – task differences in retrieval practice

• Published in: Instructional science Vol. 48; no. 6; pp. 699 - 728
• Main Authors: Endres, Tino, Kranzdorf, Lena, Schneider, Vivien, Renkl, Alexander
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.12.2020; Springer; Springer Nature B.V
• Subjects: Answers; Cognitive Psychology; College Students; Education; Educational Objectives; Educational Psychology; Effect Size; Electronic Learning; Indirect effects; Instructional Materials; Learning; Learning Activities; Learning and Instruction; Learning Processes; Memory; Meta Analysis; Metacognition; Motivation; Original Research; Outcomes of Education; Pedagogic Psychology; Recall (Psychology); Retention (Psychology); Retrieval; School Holding Power; Self Efficacy; Testing; Retrieval practice; Testing effect; Test-potentiated learning; Task-specific effects; Spreading activation
• ISSN: 0020-4277; 1573-1952; 1573-1952
• DOI: 10.1007/s11251-020-09526-1

The type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall tasks led to better retention of further information from the learning contents. Concerning indirect effects, short-answer tasks improved metacognitive calibration; free-recall tasks increased self-efficacy and situational interest. These findings confirm the assumption that the effects of retrieval practice depend on the type of recall task: short-answer tasks help us remember targeted information units and foster metacognitive calibration. Free-recall tasks help us remember a broader spectrum of information, and they foster motivational factors.