Children’s Retrieval of Science Facts

The Role of Hints and Confidence

Dados Bibliográficos

ID7919971
AutoresElisabeth C Mclane (0009-0006-6759-823X, Department of Psychology, University of Colorado, Colorado Springs, CO, USA), Diana Selmeczy (0000-0001-7963-9170, Department of Psychology, University of Colorado, Colorado Springs, CO, USA, autor correspondente)
Ano2025
Volume33
Fascículo1
Páginas113-122
Data de publicação2025-01-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoMemory (JOURNAL)
Identificadores do periódicoISSN: 0965-8211 • E-ISSN: 1464-0686
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09658211.2024.2406312
PMID39321321
OpenAlexW4402831911
IdiomaEN
Referências citadas59

The effortful process of retrieving information from memory has been established as an effective strategy for improving student learning. However, we have a limited understanding of the development of retrieval practice in children, including contexts that may scaffold its benefit. In the current pre-registered study, we examined whether the use of hints during retrieval practice improved free recall in an online science learning task in 8- to 13-years-olds (N = 77, Nfemales = 36). We found partial evidence supporting the provision of hints as boosting the benefit of retrieval practice. Children’s long-term retention of science facts was higher when they received hints during an earlier practice test compared to restudying information, but not compared to a test only condition without hints. Furthermore, we found similar effects across both age and levels of confidence, suggesting that retrieval practice remains stable across these factors

Cognitive psychology · Child and Animal Learning Development · Educational Strategies and Epistemologies · Memory Processes and Influences · Psychology