The learning benefits of teaching: A retrieval practice hypothesis
Adults / lifelong learning Learning from other people
Links to claims
Limits (1)
| Claim | Basis |
|---|---|
| C15 | Teaching with notes did not beat a control group one week later; teaching without notes matched retrieval practice (abstract). |
Review state: first-pass draft, pending human review.
Source note
Syntes: The learning benefits of teaching: A retrieval practice hypothesis (2018)
Källa: https://doi.org/10.1002/acp.3410 (Applied Cognitive Psychology 32)
Verified content
- [abstract] Four groups: control (arithmetic problems), teaching without notes (had to retrieve), teaching with notes (no retrieval), retrieval practice only.
- [abstract] On a comprehension test one week later, the teaching-without-notes and retrieval-practice groups beat the teaching-with-notes and control groups.
Limits
- [assessment] Full text closed (Wiley); not yet used as an attack on C15. If confirmed, it suggests the benefit of teaching comes from retrieving the material, and teaching from notes gives none.
Added 2026-10-16 by the project (broadening attack run). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- PEER-005
- Tier
- experiment
- Titel
- The learning benefits of teaching: A retrieval practice hypothesis
- År
- 2018
- Källa/DOI
- https://doi.org/10.1002/acp.3410
- Tidskrift
- Applied Cognitive Psychology 32
- Typ
- peer-reviewed article
- Åldersgrupp
- vuxen-livslangt
- Teman
- larande-fran-andra
- Hämtad
- 2026-10-16
- Verifierad
- OpenAlex/publisher metadata and abstract checked 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.