The latest educational research to make the rounds has been reported variously as “Test-Taking Cements Knowledge Better Than Studying,” “Simple Recall Exercises Make Science Learning Easier,” “Practising Retrieval is Best Tool for Learning,” and “Learning Science: Actively Recalling Information from Memory Beats Elaborate Study Methods.” Before anyone gets carried away seeking to apply these findings to practice, let’s correct the headlines and clarify what the researchers actually studied.
First, the “test-taking” vs. “studying” dichotomy presented by the NYT is too broad. The winning condition was “retrieval practice”, described fairly as “actively recalling information from memory” or even “simple recall exercises.” The multiple-choice questions popular on so many standardized tests don’t qualify because they assess recognition of information, not recall. In this study, participants had to report as much information as they could remember from the text, a more generative task than picking the best among the possible answers presented to them.
Nor were the comparison conditions merely “studying.” While the worst-performing conditions asked students to read (and perhaps reread) the text, they were dropped from the second experiment, which contrasted retrieval practice against “elaborative concept-mapping.” Thus, the “elaborate” (better read as “elaborative”) study methods reported in the ScienceDaily headline are overly broad, since concept-mapping is only one of many kinds of elaborative study methods. That the researchers found no benefit for students who had previous concept-mapping experience may simply mean that it requires more than one or two exposures to be useful.
The premise underlying concept-mapping as a learning tool is that re-representing knowledge in another format helps students identify and understand relationships between the concepts. But producing a new representation on paper (or some other external medium) doesn’t require constructing a new internal mental representation. In focusing on producing a concept map, students may simply have copied the information from the text to their diagram without deeply processing what they were writing or drawing. By scoring the concept maps by completeness (number of ideas) rather than quality (appropriateness of node placement and links), this study did not fully safeguard against this.
To a certain extent that may be the exact point the researchers wanted to make: That concept-mapping can be executed in an “active” yet non-generative fashion. Even reviewing a concept map (as the participants were encouraged to do with any remaining time) can be done very superficially, simply checking to make sure that all the information is present, rather than reflecting on the relationships represented—similar to making a “cheat sheet” for a test and trusting that all the formulas and definitions are there, instead of evaluating the conditions and rationale for applying them.
One may construe this as an argument against concept-mapping as a study technique, if it is so difficult to utilize it effectively. But just because a given tool can be used poorly does not mean it should be avoided completely; that could be true of any teaching or learning approach. Nor does this necessarily constitute an argument against other elaborative study methods. Explaining a text or diagram, whether to oneself or to others, is another form of elaboration that has been well documented for its effectiveness in supporting learning. This constitutes an interesting hybrid between elaboration and retrieval, insofar as explanation adds information beyond the source but may also demand partial recall of the contents of the source even when present. If the value of explanation is solely in the retrieval involved, then it should fare worse against pure retrieval and better against pure elaboration.
All of this begs the question, “Better for what?” The tests in this study primarily measured retrieval, with 84% of the points counting the presence of ideas and the rest (from only two questions) assessing inference. Yet even those inference questions depended partially on retrieval, making it ambiguous whether wrong answers reflected a failure to retrieve, comprehend, or apply knowledge. What this study showed most clearly was that retrieval practice is valuable for improving retrieval. Elaboration and other activities may still be valuable for promoting transfer and inference. There could also be a possible interaction whereby elaboration and retrieval mutually enhance each other, since remembering and conducting inferences is easier with robust knowledge structures. The lesson may not be that elaborative activities are a poor use of time, but that they need to incorporate retrieval practice to be most effective.
I don’t at all doubt the validity of the finding, or the importance of retrieval in promoting learning. I share the authors’ frustration with the often-empty trumpeting of “active learning,” which can assume ineffective and meaningless forms . I also recognize the value of knowing certain information in order to utilize it efficiently and flexibly. My concerns are in interpreting and applying this finding sensibly to real-life teaching and learning.
- Retrieval is only part of the picture. Educators need to assess and support multiple skills, including and beyond retrieval. There’s a great danger of forgetting other learning goals (such as understanding, applying, creating, evaluating, etc.) when pressured to document success in retrieval.
- Is it retrieving knowledge or generating knowledge? I also wonder whether “retrieval” may be too narrow a label for the broader phenomenon of generating knowledge. This may be a specific instance of the well-documented generation effect , and it may not always be most beneficial to focus only on retrieving the particular facts. There could be a similar advantage to other generative tasks, such as inventing a new application of a given phenomenon, writing a story incorporating new vocabulary words, or creating a problem that could almost be solved by a particular strategy. None of these require retrieving the phenomenon, the definitions, or the solution method to be learned, but they all require elaborating upon the knowledge-to-be-learned by generating new information and deeper understanding of it. Knowledge is more than a list of disconnected facts ; it needs a structure to be meaningful . Focusing too heavily on retrieving the list downplays the importance of developing the supporting structure.
- Retrieval isn’t recognition, and not all retrieval is worthwhile. Most important, I’m especially concerned that the mainstream media’s reporting of this finding may make it too easily misinterpreted. It would be a shame if this were used to justify more multiple-choice testing, or if a well-meaning student thought that accurately reproducing a graph from a textbook by memory constituted better studying than explaining the relationships embedded within that graph.
For the sake of a healthy relationship between research and practice, I hope the general public and policymakers will take this finding in context and not champion it into the latest silver bullet that will save education. Careless conversion of research into practice undermines the scientific process, effective policymaking, and teachers’ professional judgment, all of which need to collaborate instead of collide.
J. D. Karpicke, J. R. Blunt. Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 2011; DOI: 10.1126/science.1199327
 For example, see the “Teacher A” model described in:
Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. Journal of the Learning Sciences, 1, 37-68.
(There’s also a “Johnny Appleseed” project description I once read that’s a bit of a caricature of poorly-designed project-based learning, but I can’t seem to find it now. If anyone knows of this example, please share it with me!)
 This is one reason why some educators now advocate “minds-on” rather than simply “hands-on” learning. Of course, what those minds are focused on still deserves better clarification.
 e.g., Slamecka, N.J., & Graf, P. (1978). The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4, 592-604.
 In the following study, some gifted students outscored historians in their fact recall, but could not evaluate and interpret claims as effectively:
Wineburg, S.S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73-87.
 For a fuller description of the importance of structured knowledge representations, see:
Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school (Expanded edition). Washington DC: National Academy Press, pp. 31-50 (Ch. 2: How Experts Differ from Novices).