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In search of transfer following cued recall practice: The case of process‐based biology concepts
Author(s) -
Pan Steven C.,
Hutter Sarah A.,
D'Andrea Dominic,
Unwalla Daanish,
Rickard Timothy C.
Publication year - 2019
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3506
Subject(s) - cued recall , recall , psychology , blank , cognitive psychology , transfer of learning , transfer (computing) , process (computing) , cued speech , term (time) , control (management) , free recall , computer science , cognitive science , artificial intelligence , developmental psychology , mechanical engineering , physics , quantum mechanics , parallel computing , engineering , operating system
Summary Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process‐based biology concepts, were investigated. In Experiments 1 and 2, fill‐in‐the‐blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval–verification–scoring , a new method in which difficult fill‐in‐the‐blank questions were combined with extensive feedback processing. We discuss implications for transfer in both theoretical and applied contexts.