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Retrieval Practice with or without Mind Mapping Boosts Fact Learning in Primary School Children

机译:不论有没有思维导图检索练习都可以促进小学生的事实学习

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摘要

Retrieval practice is a method of study in which testing is incorporated into the learning process. This method is known to facilitate recall for facts in adults and in secondary-school-age children, but existing studies in younger children are somewhat limited in their practical applicability. In two studies of primary school-age children of 8–12 years, we tested retrieval practice along with another study technique, mind mapping, which is more widely-used, but less well-evidenced. Children studied novel geographical facts, with or without retrieval practice and with or without mind mapping, in a crossed-factorial between-subjects design. In Experiment 1, children in the retrieval practice condition recalled significantly more facts four days later. In Experiment 2, this benefit was replicated at one and five weeks in a different, larger sample of schoolchildren. No consistent effects of mind mapping were observed. These results underline the effectiveness of retrieval practice for fact learning in young children.
机译:检索练习是一种将测试纳入学习过程的学习方法。众所周知,这种方法有助于回忆成人和中学年龄儿童的事实,但是现有的对年幼儿童的研究在实用性方面受到一定限制。在两项针对8至12岁学龄儿童的研究中,我们测试了检索实践以及另一种学习技术(思维导图),该技术被广泛使用,但证据不足。孩子们在对象之间的跨要素设计中研究了新的地理事实,无论是否进行了检索练习,以及是否进行了思维导图。在实验1中,处于检索练习状态的孩子在四天后回忆了更多的事实。在实验2中,在另一个更大的学童样本中,在第1周和第5周复制了这种好处。没有观察到一致的思维导图效果。这些结果强调了检索实践对幼儿进行事实学习的有效性。

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