Retrieval practice and transfer learning

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping. Science, 331(6018), 772–775

Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106(3), 849–858

Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.

# Concept mapping

A study practice in which the student attempts to explicate a topic through a boxes-and-arrows type diagram which captures both key terms/processes as well as their relationships.

*   [[z3J3QxG3TkZfqkKWTx9cBvi:::Does concept mapping involve implicit retrieval practice?]]

## References

*   [[zKDWDVyZ7kBQLnq6Fq5KSj6:::Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106(3), 849–858]]
    *   concept mapping for [[zXA8c6XtMLgRCGwJFGnZUvw:::Retrieval practice]] doesn’t produce a larger [[zTpJdbe6ub7uhBFLuHkFsrT:::Testing effect]] than writing recalled info
*   O’Day, G. M., & Karpicke, J. D. (2021). Comparing and combining retrieval practice and concept mapping. Journal of Educational Psychology, 113, 986–997. <https://doi.org/10.1037/edu0000486>
    *   “combining concept mapping and retrieval practice failed to produce any benefit over retrieval practice without concept mapping, even though students in the combined condition spent substantially more time engaged with the materials than did students in single-activity conditions”






