Retrieval Practice Promotes Pictorial Learning in Children Aged Six to Seven Years
Bibliographic Data
| ID | 13656189 |
|---|---|
| Authors | Xiaofeng Ma (0009-0008-6683-0927, Northwest Normal University, corresponding author), Tiantian Li (0009-0005-5338-5471), Kuni Duzi, Zeng yan Li (Northwest Normal University), Xifeng Ma (Northwest Normal University, corresponding author), Yanru Li (0000-0002-6474-7141, University of York), Ai-Bao ZHOU (Northwest Normal University), Aibao Zhou (0000-0002-9689-2220, Northwest Normal University) |
| Year | 2019 |
| Volume | 123 |
| Issue | 6 |
| Pages | 2085-2100 |
| Publication date | 2019-07-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0033294119856553 |
| PMID | 31313643 |
| OpenAlex | W2956379107 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
Little is known about "retrieval practice" learning strategies in early childhood, and very few studies have tracked them over long intervals. This study explored the promotion of retrieval practices in six- and seven-year-old children's memories of pictures at different time intervals. One hundred and four first-grade students were asked to remember the contents of 15 pictures in four retrieval practice conditions: with feedback, with elaboration, retrieval practice without feedback, and repetitive learning. Recognition was tested after 5-minute, one-week, and one-month intervals after completion of the study. The results indicate that retrieval with feedback promotes memory more effectively than elaboration. Scores in the retrieval practice with feedback group were higher than those in the elaboration group at all three delay intervals, and the advantage of retrieval without feedback may increase at longer intervals. For example, the hit rates in the retrieval practice without feedback group were higher than those in the repetitive learning group after one month, but no significant differences were found after 5 minutes or one week. The findings provide preliminary evidence that practicing retrieval strategies may be efficient in early elementary education
Cognitive psychology · Developmental psychology · Elaboration · Promotion (chess · Educational Strategies and Epistemologies · Memory Processes and Influences · Psychology · Visual and Cognitive Learning Processes
The critical role of retrieval practice in long-term retention
Test-Enhanced Learning
Memory and Metamemory Considerations in the Training of Human Beings
The Power of Testing Memory
Cognitive processes supporting episodic memory formation in childhood
The Development of Voluntary Memory in Preschool-Age Children
Distributed practice in verbal recall tasks
Implicit and explicit memory in young children and adults
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |