Retrieval-based concept mapping as an effective learning strategy for the transfer of knowledge

Abstract

Numerous studies have demonstrated that the retrieval of information through testing can enhance long term memory. Data has been less clear concerning the utility of concept mapping as an alternative retrieval practice technique. The study described here extended that research by matching the time for different study conditions, by utilizing matched questions during study across retrieval practice conditions, and by examining performance on transfer tasks, including far transfer. Seventy-five participants were randomly assigned to one of three conditions: (1) Re-Study: rereading the same information, (2) Retrieval Practice: answering questions on the reading material, and (3) Retrieval-based concept mapping: drawing a concept map responding to the same questions. During study, participants in the Retrieval Practice condition scored higher on responses to initial recall questions than those in the Concept Map condition. However, on the final transfer test a week later, Retrieval Practice and Concept Map conditions both resulted in higher performance than Re-Study, supporting concept mapping as an additional option for retrieval practice as a robust learning strategy for long term retention and transfer.