Relational and item specific processes in retrieval practice

Retrieving information is a key process for understanding learning and identifying the best practices in the classroom, yet little is known about roles of retrieving relational and item-specific information. Despite a wealth of knowledge regarding relational and item-specific processes during encoding, it is relatively unknown how retrieval of these components affects learning. The primary goal of this experiment was to examine the effects of retrieval of relational and item-specific components of educationally relevant texts using concept mapping. The secondary goal of this paper was to examine learning with multiple final assessments. The final goal was exploratory in nature and was aimed at understanding whether reading comprehension affected students\u27 ability to learn from retrieval. In the current experiment, students studied a science text and engaged in retrieval-based concept mapping for three alternating periods (study, retrieval, study, retrieval, study, retrieval). During retrieval, students were given a partially completed concept map. Students either retrieved the items, relations, or both. Others completed a distractor task that did not involve concept mapping. One week later students took a final concept map recall, free recall and order reconstruction test. During the initial learning session, low comprehension scores predicted low initial performance, but only on period 1; comprehension scores did not predict performance on the remaining learning periods. After a week delay, students in all three retrieval practice conditions outperformed those in the study-only control, the standard retrieval practice effect. Only small differences among these conditions were found on any final assessment, but covariate adjusted means with initial recall level as a covariate showed a benefit for retrieving both. Low comprehension students performed worse on the final concept map recall and free recall test, but no differential benefits of retrieval practice was found between high and low comprehension students. Additional studies are needed to further explore individual differences and retrieval practice. Collectively, results indicate that retrieving a combination of item specific information and relational information is beneficial