Applying Knowledge to Different Contexts During Learning Promotes Subsequent Transfer

• In Event: 73.062 - Poster Session 17
  In Poster Session: 73.062-2 - Motivational and Cognitive Processes: Language, Literacy, Communication, and Reasoning

Abstract

In two experiments, we investigated whether retrieval practice with different examples of a concept promotes deeper understanding than repeated retrieval practice with the same example. Participants watched a lecture about geological science and answered application questions about concepts: either the same question three times or three different questions. Experiment 2 also included a condition that involved repeatedly studying the information in the application questions (either the same example or three different examples). Two days later, participants took a final test with new application questions. Final test performance in both experiments showed that learners acquired a deeper understanding of the concepts when they had applied their knowledge to different examples during learning.

Authors

• Andrew C. Butler, The University of Texas - Austin

• Allison D. Cantor, Duke University

• Elizabeth Marsh, Duke University