Scholarlink

Abstract <p>Prior research suggests that the effectiveness of retrieval practice may be moderated by response format: overt retrieval (e.g., typing a response) outperforms covert retrieval (e.g., mentally recalling a response) for complex materials like definitions, but both forms of retrieval are equally effective for simple materials like single words. These differences are explained by the <i>retrieval dynamics hypothesis</i>, which posits that retrieving a single unit of information is relatively automatic and easy, while retrieving multiple interconnected units (e.g., definitions) is more demanding and may not be exhaustive when done covertly. In two experiments, undergraduates studied either key terms or definitions of declarative concepts and practiced via overt retrieval, covert retrieval, or restudy. Two days later, students completed a criterion test on either the key terms or definitions. Results supported the retrieval dynamics hypothesis: performance was higher for overt compared to covert retrieval, with a larger advantage for definitions than key terms. Both retrieval formats outperformed restudy. These findings suggest that overt retrieval practice is particularly beneficial for learning demanding material, whereas covert retrieval may be more efficient, though less thorough. Future research should explore methods to enhance the effectiveness of covert retrieval. Until then, we recommend students prioritize overt retrieval when mastering complex information.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice? Comparing Covert and Overt Retrieval Practice for Learning Key Terms and Definitions

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月17日

查看全文
  • Michelle L. Rivers,
  • Paige E. Northern,
  • Sarah K. Tauber

摘要

Abstract

Prior research suggests that the effectiveness of retrieval practice may be moderated by response format: overt retrieval (e.g., typing a response) outperforms covert retrieval (e.g., mentally recalling a response) for complex materials like definitions, but both forms of retrieval are equally effective for simple materials like single words. These differences are explained by the retrieval dynamics hypothesis, which posits that retrieving a single unit of information is relatively automatic and easy, while retrieving multiple interconnected units (e.g., definitions) is more demanding and may not be exhaustive when done covertly. In two experiments, undergraduates studied either key terms or definitions of declarative concepts and practiced via overt retrieval, covert retrieval, or restudy. Two days later, students completed a criterion test on either the key terms or definitions. Results supported the retrieval dynamics hypothesis: performance was higher for overt compared to covert retrieval, with a larger advantage for definitions than key terms. Both retrieval formats outperformed restudy. These findings suggest that overt retrieval practice is particularly beneficial for learning demanding material, whereas covert retrieval may be more efficient, though less thorough. Future research should explore methods to enhance the effectiveness of covert retrieval. Until then, we recommend students prioritize overt retrieval when mastering complex information.