Retrieval Practice Facility Higher Order Learning In Multiple-list Learning

The importance of learning is no longer limited to teenagers, but more and morepeople begin to believe in "life-long learning". While, on one hand, we emphasis oncontinuous learning, on the other hand, currently, learning efficiency and hierarchy are alsopaid more attention to. Thus, memory the conceptual knowledge and master thehigher-order skills are an important part of learning connotation. According to thecontinuity of multiple-list learning and Bloom’s taxonomy of knowledge and skills ineducation which Andersonrevised, designed two experiments to explore whether theretrieval practice promotes with the concept of memory as efficient as higher order skills.Two experiments were conducted to test the hypotheses. In experiment1,60collegestudents were engaged in a3(learning theories: list1to list3)×2(study strategy type:retrieval practice vs. repeated study) mixture design of experiment, which was aimed to testlearning outcome on the effectiveness of two types of strategies. Same, in experiment2,61college students participated in a within-subjects design of experiment, each studentcompleted five theories learning, and after it, students of retrieval practice need finish shortanswer test. In final testing phase, after five minutes of learning, all students have amultiple choice test.Results show that:(1) the final testing phase, the retrieval practice group performanceis better than repeated study group, and it is significant: the study three articles in a row, ineach article inserted retrieval practice. Both conceptual knowledge and higher order skills,in the final test scores were significantly higher than that of the repeated study group. Theretrieval practice group, conceptual knowledge and higher order skills scores werepromoted, but conceptual knowledge of a slightly higher than that of higher order skills;(2)when the load increase and the difficulty of learning to study, multiple-list change to fivearticles. After the final test, retrieval practice group of participants is still significantlyhigher than the repeated study group participants.The higher order skills on the fourdimensions of respectively discusses, the application and analysis dimensions differencesbetween the two groups hadsignificantdifferences, but in the evaluation and createdimensions, retrieval practice group is slightly ascending but no significant differencesbetween the two groups. The above results show that the retrieval practice strategy is an effective method forefficient learning, not only in the study on content of memory alone, more could beextended to the various content and promote the development of higher-order learningskills, and it also can effectively reduce the memory load in the study. For the schooleducation, professional training and individual autonomous learning, it provides a strongreference value. This means that thecontext-change hypothesis of retrieval can explain howlist to promote the learning, and further confirmed that the retrieval practice can restrain thepreceding interference effectively.