Retrieval Practice Enhances Analogical Problem Solving
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| Title: | Retrieval Practice Enhances Analogical Problem Solving |
|---|---|
| Language: | English |
| Authors: | Wong, Sarah Shi Hui, Ng, Gavin Jun Peng, Tempel, Tobias, Lim, Stephen Wee Hun |
| Source: | Journal of Experimental Education. 2019 87(1):128-138. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Recall (Psychology), Logical Thinking, Problem Solving, Hypothesis Testing, Transfer of Training, Undergraduate Students, Foreign Countries, Comparative Testing |
| Geographic Terms: | Singapore |
| DOI: | 10.1080/00220973.2017.1409185 |
| ISSN: | 0022-0973 |
| Abstract: | The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a novel hypothesis-testing scenario that shared an intermediate procedural strategy and superficial and structural similarity with the study scenario but that differed at a specific procedure level. When the final test was given after 5 minutes, no differences in performance were observed across conditions (d = 0.01). Crucially, on the delayed test, retrieval practice produced superior performance than did repeated studying (d = 0.81), whereby participants were better at applying learned knowledge to solve a novel problem. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1214873 |
| Database: | ERIC |
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| Abstract: | The impact of retrieval practice on analogical-problem-solving performance was investigated using a complex, educationally relevant task. Participants studied a statistical hypothesis testing scenario and practiced recalling the material or repeatedly studied it. Participants then completed a final test either 5 minutes or 1 week later involving a novel hypothesis-testing scenario that shared an intermediate procedural strategy and superficial and structural similarity with the study scenario but that differed at a specific procedure level. When the final test was given after 5 minutes, no differences in performance were observed across conditions (d = 0.01). Crucially, on the delayed test, retrieval practice produced superior performance than did repeated studying (d = 0.81), whereby participants were better at applying learned knowledge to solve a novel problem. |
|---|---|
| ISSN: | 0022-0973 |
| DOI: | 10.1080/00220973.2017.1409185 |
