Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?

Bertilsson, Frida; Stenlund, Tova; Wiklund-Hörnqvist, Carola; Jonsson, Bert · 2021 · Crossref

DOI: 10.1177/1475725720973494

archive: archived pipeline: cataloged verified

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Summary

This study investigates whether the "testing effect"—the enhanced long-term retention achieved through retrieval practice compared to re-studying—is moderated by individual differences in personality traits and cognitive ability. While retrieval practice is a well-established evidence-based learning technique, prior research has produced mixed results regarding its interaction with working memory capacity (WMC) and personality traits such as Grit (perseverance and passion for long-term goals) and Need for Cognition (NFC, the tendency to enjoy thinking). The authors aimed to clarify whether these individual attributes influence the magnitude of the testing effect, thereby determining if retrieval practice is equally beneficial for all students or if its efficacy varies based on personal prerequisites. The researchers conducted a conceptual replication of a previous study using a larger sample of 151 upper-secondary school students in Sweden. The study employed a within-subjects design where participants learned 60 Swahili–Swedish word pairs. Half of the pairs were learned through retrieval practice (cued recall with immediate feedback), and the other half through repeated studying. Learning outcomes were assessed via cued recall tests at three intervals: five minutes, one week, and four weeks after the learning session. Individual differences were measured using the automated Operation Span task for WMC, the Mental Effort Tolerance Questionnaire for NFC, and the Short Grit Scale for Grit. Hierarchical regression analyses were used to determine if WMC, Grit, or NFC predicted the difference in retention between the two learning conditions (the testing effect). The results confirmed a significant testing effect at all three time points, with retrieval practice yielding superior retention compared to re-studying. However, the analysis found no significant association between the testing effect and any of the individual difference variables. Neither WMC, Grit, nor NFC moderated the benefit of retrieval practice at any retention interval, whether analyzing unique word pairs or accumulated pairs tested across multiple sessions. Post-hoc power analyses indicated a high statistical power (.99), suggesting that the null findings were not due to insufficient sample size. The study concludes that retrieval practice is a robust learning technique that is not moderated by individual differences in Grit, NFC, or working memory capacity. This implies that the testing effect is likely beneficial for all students, regardless of their cognitive abilities or personality traits. These findings support the educational goal of providing equal learning opportunities by applying evidence-based techniques that do not depend on specific student prerequisites. The results also contribute to the broader literature by replicating and strengthening previous findings that the testing effect is a universal phenomenon, unaffected by the specific individual differences examined.

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• cognitive capacity variation