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Title: Summarizing as retrieval strategy versus re-reading. Which learning activity works
Authors: Dirkx, Kim
Kester, Liesbeth
Kirschner, Paul A.
Keywords: testing effect
Issue Date: Aug-2011
Abstract: Retrieval by means of multiple-choice, free-recall or short-answer tests has shown to be a very effective study strategy for long-term retention of facts from expository texts. Because today’s education emphasizes meaningful learning rather than rote learning, the present research investigated the effects of two generative testing methods namely summarizing and concept mapping on retention, comprehension and transfer and compared these methods to free-recall and restudy. Students (N=146) were given a Biology text and either reread it, or took a test on the material. A final test was administrated after 5 minutes (i.e., measure short term retention) or one week (i.e., measuring long-term retention). Before the experiment, students were trained in restudy or one of the three testing methods. In addition, prior knowledge, verbal ability and working memory were measured to correct for individual differences. Preliminary results show an superior effect of tests versus restudy on delayed retention. Final results will be presented during the Earli of 2011.
Description: Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2011, 30 August). Summarizing as retrieval strategy versus re-reading: Which learning strategy works best? Paper presented at the annual meeting of the Junior Researchers of the European Association for Research on Learning and Instruction, Exeter, United Kingdom.
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