Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence

Concept mapping - increased potential as a retrieval-based task

Concept mapping is a practical task for enhancing learning performance. Learners usually construct concept maps while studying the learning material or after studying. In the first case, the learning material is available during construction, and learners are less involved in retrieval practice from memory (study-based concept mapping; SCM). In the second case, the learning material is absent during construction, and the learners rely on retrieving information from memory (retrieval-based concept mapping, RCM). RCM is assumed to be associated with lower concept map quality and higher cognitive load but better elaboration and learning performance than SCM. This study investigated how the availability of the learning material influenced these variables in biology classrooms. Unlike other studies, this study provided learners with an authentic learning environment and prior concept mapping training. After the concept mapping training, n = 129 secondary school students were assigned to an SCM or RCM condition in a quasi-experimental design. As expected, students in the RCM condition constructed concept maps of lower quality but outperformed SCM students concerning elaboration activities and learning performance. The perceived intrinsic cognitive load was higher in the RCM condition. The results indicate that using concept mapping as a retrieval practice could support students' learning in biology.

An fMRI intervention study of creative mathematical reasoning: behavioral and brain effects across different levels of cognitive ability

BACKGROUND

Many learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR.

METHODS

We employed a within-subject intervention (N=72, M_Age=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high).

RESULTS

On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups.

CONCLUSIONS

Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.