Effects of repeated retrieval on long-term retention in a nonverbal learning task in younger children

Abstract

Many studies have shown the benefits for long term retention of repeated retrieval during learning in verbal tasks, but few have shown its effectiveness using nonverbal materials. The aim of this study was to examine whether the retention benefits of repeated retrieval extend to preschool children performing a spatial location memory task. In this task, the children first studied where eight small toys were located in a partitioned box. Then, in the repeated retrieval condition, the children were asked to put each one of the toys in its place by themselves three times successively with feedback, whereas in the repeated study condition, they were asked to put each toy in its place with the experimenter showing them the correct location. Half of the children were then immediately tested and the remaining half tested after one day. The results showed that the 5 and 6 year old children in the retrieval condition retained location memory for the toys longer than those in the study condition in a memory task involving spatial content and enactment components. These findings have deep theoretical implications for the critical role of retrieval effort in long-term retention, and highlight the efficacy of repeated retrieval for different developmental ages and tasks.

Keywords:

• Repeated retrieval
• nonverbal learning task
• long-term retention
• younger children