Publication Type
Journal Article
Version
acceptedVersion
Publication Date
1-2019
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.
Keywords
Analogical problem solving, Procedural knowledge, Retrieval practice, Testing, Transfer of learning
Discipline
Educational Methods | Social Psychology
Research Areas
Psychology
Publication
Journal of Experimental Education
Volume
87
Issue
1
First Page
128
Last Page
138
ISSN
0022-0973
Identifier
10.1080/00220973.2017.1409185
Publisher
Taylor and Francis Group
Citation
WONG, Sarah Shi Hui, NG, Gavin Jun Peng, TEMPEL, Tobias, & LIM, Stephen Wee Hun.(2019). Retrieval practice enhances analogical problem solving. Journal of Experimental Education, 87(1), 128-138.
Available at: https://ink.library.smu.edu.sg/soss_research/4276
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1080/00220973.2017.1409185