El uso de la práctica de recordar en el aprendizaje de los niños: una revisión sistemática de la literatura
Barra lateral del artículo
Contenido principal del artículo
Para mejorar la educación es necesario utilizar técnicas basadas en la evidencia, es decir, basadas en el método científico, utilizar estrategias que demuestren su eficacia para mejorar las prácticas educativas. Entre las prácticas muy recomendadas por la ciencia del aprendizaje se encuentra la práctica de recordar, que consiste en tratar de recordar el contenido aprendido, fortaleciendo así las huellas de la memoria. Este estudio resume la investigación desarrollada sobre la práctica de recordar en el proceso de enseñanza y aprendizaje de los niños, a partir de una revisión sistemática basada en el método PRISMA. Para ello, se realizó una búsqueda bibliográfica en las bases de datos de las revistas CAPES/MEC, ERIC, Scielo, Pubmed, Web of Science y PsycINFO. Se incluyeron 41 artículos en una síntesis cualitativa. Los estudios convergen en que existe un efecto beneficioso de utilizar la práctica de recordar con bebés a partir de los 18 meses de edad, es decir, esta práctica puede ayudar tanto al aprendizaje a largo plazo como a facilitar nuevos aprendizajes en los niños, especialmente cuando se brinda retroalimentación. Por lo tanto, existe la necesidad de ampliar las recomendaciones a los educadores para que ese público también pueda beneficiarse del uso de esta estrategia.
Descargas
* References with an asterisk indicate studies that are part of the review.
Adesope, O. O., Trevisan, D. A. & Sundararajan, N. (2017). Rethinking the Use of Tests: A MetaAnalysis of Practice Testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306
Adler, S. A., Wilk, A. & Rovee-Collier, C. (2000). Reinstatement versus Reactivation Effects on Active Memory in Infants. Journal of Experimental Child Psychology, 75(2), 93–115. https://doi.org/10.1006/jecp.1999.2531
Adlof, S. M., Baron, L. S., Bell, B. A. & Scoggins, J. (2021). Spoken word learning in children with developmental language disorder or dyslexia. Journal of Speech, Language, and Hearing Research, 64(7), 2734–2749. https://doi.org/10.1044/2021_JSLHR-20-00217
*Agarwal, P. K., Antonio, L. D., Roediger, H. L., Mcdermott, K. B. & Mcdaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139. https://doi.org/10.1016/j.jarmac.2014.07.002
Agarwal, P. K., Bain, P. M. & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437-448. https://doi.org/10.1007/s10648-012-9210-2
Agarwal, P. K., III, H. L. R., McDaniel, M. A., & Mcdermott, K. B. (2018). Como a prática de Lembrar pode ser utilizada para melhorar a aprendizagem (R. Ekuni & S. Pompeia, Trads.). Institute of Educational Sciences & Washington University in St. Louis. http://pdf.retrievalpractice.org/translations/Portuguese_RetrievalPractice.pdf
Agarwal, P. K., Nunes, L. D. & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Re search in Schools and Classrooms. Educacional Psychology Review, 33(4), 1409-1453. https://doi.org/10.1007/s10648-021-09595-9
Aslan, A. & Bäuml, K. H. T. (2015). Testing enhances subsequent learning in older but not in younger elementary school children. Developmental Science, 19(6), 992–998. https://doi.org/10.1111/desc.12340
*Bailey, D. H., Littlefield, A. & Geary, D. C. (2012). The codevelopment of skill at and preference for use of retrieval-based processes for solving addition problems: Individual and sex differences from first to sixth grades. Journal of Experimental Child Psychology, 113(1), 78–92. https://doi.org/10.1016/j.jecp.2012.04.014
*Barenberg, J. & Dutke, S. (2019). Testing and metacognition: Retrieval practice effects on metacognitive monitoring in learning from text. Memory, 27(3), 269–279. https://doi.org/10.1080/09658211.2018.1506481
*Bouwmeester, S. & Verkoeijen, P. P. J. L. (2011). Why do some children benefit more from testing than others? Gist trace processing to explain the testing effect. Journal of Memory and Language, 65(1), 32–41. https://doi.org/10.1016/j.jml.2011.02.005
Broek, G. Van Den, Takashima, A., Wiklund-hörnqvist, C., Wirebring, L. K., Segers, E., Verhoeven, L. & Nyberg, L. (2016). Neurocognitive mechanisms of the “ testing effect” : A review. Trends in Neuroscience and Education, 5(2), 52–66. https://doi.org/10.1016/j.tine.2016.05.001
Brojde, C. L. & Wise, B. W. (2008). An Evaluation of the Testing Effect with Third Grade Students. In B. C. Love, K. McRae & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 1362–1367). Cognitive Science Society.
Butler, A. C. (2018). Multiple-choice testing in education: Are the best practices for assessment also good for learning? Journal of Applied Research in Memory and Cognition, 7(3), 323-331. https://doi.org/10.1016/j.jarmac.2018.07.002
*Carneiro, P., Lapa, A. & Finn, B. (2018). The effect of unsuccessful retrieval on children’s subsequent learning. Journal of Experimental Child Psychology, 166, 400–420. https://doi. org/10.1016/j.jecp.2017.09.010
*Cornell, E. H., Sénéchll, M. & Broda, L. S. (1988). Recall of Picture Books by 3-Year-Old Children: Testing and Repetition Effects in Joint Reading Activities. Journal of Educational Psychology, 80(4), 537–542. https://doi.org/10.1037/0022-0663.80.4.537
*Coyne, J. H., Borg, J. M., Deluca, J., Glass, L. & Sumowski, J. F. (2015). Retrieval practice as an effective memory strategy in children and adolescents with traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 96(4), 742–745. https://doi.org/10.1016/j.apmr.2014.09.022
*Dang, X., Yang, C., Che, M., Chen, Y. & Yu, X. (2021). Developmental trajectory of the forward testing effect: The role of reset-of-encoding. European Journal of Developmental Psychology, 00(00), 1–16. https://doi.org/10.1080/17405629.2021.1986386
*Dang, X., Yang, C. & Chen, Y. (2021). Age difference in the forward testing effect: The roles of strategy change and release from proactive interference. Cognitive Development, 59(June), 101079. https://doi.org/10.1016/j.cogdev.2021.101079
Delvan, J. D. S., Ramos, M. C. & Dias, M. B. (2002). A Psicologia escolar/educacional na Educação Infantil: o relato de uma experiência com pais e educadoras. Psicologia: teoria e prática, 4(1), 49-60. http://pepsic.bvsalud.org/pdf/ptp/v4n1/v4n1a06.pdf
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Ekuni, R. & Pompeia, S. (2020). Retrieval Practice: Which factors should educators pay attention to? Psicologia Escolar e Educacional, 24, e220284. https://doi.org/10.1590/2175-35392020220284
Fazio, L. K. & Agarwal, P. K. (2020). How to Implement Retrieval-Based Learning in Early Childhood Education. Vanderbilt University. http://pdf.retrievalpractice.org/EarlyChildhoodGuide.pdf
Fazio, L. K. & Marsh, E. J. (2019). Retrieval-Based Learning in Children. Current Directions in Psychological Science, 28(2), 111–116. https://doi.org/10.1177/0963721418806673
*Fritz, C. O., Morris, P. E., Nolan, D. & Singleton, J. (2007). Expanding retrieval practice: An effective aid to preschool children’s learning. Quarterly Journal of Experimental Psychology, 60(7), 991–1004. https://doi.org/10.1080/17470210600823595
*Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L. & Tabbers, H. K. (2014). The Effect of Retrieval Practice in Primary School Vocabulary Learning. Applied Cognitive Psychology, 28, 135–142. https://doi.org/10.1002/acp.2956
*Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S. & Zwaan, R. A. (2016). Distributed practice and retrieval practice in primary school vocabulary learning: A multi-classroom Study. Applied Cognitive Psychology, 30(5), 700–712. https://doi.org/10.1002/acp.3245
*Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K. & Zwaan, R. A. (2014). The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning. Journal of Applied Research in Memory and Cognition, 3(3), 177–182. https://doi.org/10.1016/j.jarmac.2014.05.003
*Haebig, E., Leonard, L. B., Deevy, P., Karpicke, J.D., Christ, S., Usler, E., Kueser, J. B., Souto, S., Krok, W. & Weber, C. (2019). Retrieval-based learning in young typically developing children and children with development language disorder II: A comparison of retrieval schedules. Journal of Speech, Language, and Hearing Research, 62(12), 4433–4449. https://doi.org/10.1044/2019_JSLHR-L-19-0221
*Haebig, E., Leonard, L. B., Deevy, P., Schumaker, J., Karpicke, J. D. & Weber, C. (2021). The neural underpinnings of processing newly taught semantic information: The role of retrieval practice. Journal of Speech, Language, and Hearing Research, 64(8), 3195–3211. https://doi.org/10.1044/2021_JSLHR-20-00485
Hartwig, M. K. & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin and Review, 19(1), 126–134. https://doi.org/10.3758/s13423-011-0181-y
*Haseneder, R., Skrzypczak, M., Haller, B., Beckers, S. K., Holch, J., Wank, C., Kochs, E. & Schulz, C. M. (2019). Impact of instructor professional background and interim retesting on knowledge and self-confidence of schoolchildren after basic life support training: A cluster randomized longitudinal study. Emergency Medicine Journal, 36(4), 239–244. https://doi.org/10.1136/emermed-2018-207923
Henrich, J., Heine, S. J. & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2), 1–23. https://doi.org/https://doi.org/10.1017/S0140525X0999152X
*Hotta, C., Tajika, H. & Neumann, E. (2016). Effects of repeated retrieval on long-term retention in a nonverbal learning task in younger children. European Journal of Developmental Psychology, 14(5), 533–544. https://doi.org/10.1080/17405629.2016.1257425
*Hughes, G. I., Taylor, H. A. & Thomas, A. K. (2018). Study techniques differentially influence the delayed judgment-of-learning accuracy of adolescent children and college-aged adults. Metacognition and Learning, 13, 109–126. https://doi.org/10.1007/s11409-018-9180-y
*Jaeger, A., Eisenkraemer, R. E. & Stein, L. M. (2015). Test-enhanced learning in third-grade children. Educational Psychology, 35(4), 513–521. http://dx.doi.org/10.1080/01443410.2014.963030
*Jones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J. & Rickard, T. C. (2015). Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing. Educational Psychology Re view, 28(2), 385–400. https://doi.org/10.1007/s10648-015-9330-6
*Karpicke, J. D., Blunt, J. R. & Smith, M. A. (2016). Retrieval-based learning: Positive effects of retrieval practice in elementary school children. Frontiers in Psychology, 7(MAR), 1–9. https://doi.org/10.3389/fpsyg.2016.00350
*Karpicke, J. D., Blunt, J. R., Smith, M. A. & Karpicke, S. S. (2014). Retrieval-based learning: The need for guided retrieval in elementary school children. Journal of Applied Research in Memory and Cognition, 3(3), 198–206. https://doi.org/10.1016/j.jarmac.2014.07.008
Karpicke, J. D., Butler, A. C. & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471–479. https://doi.org/10.1080/09658210802647009
*Kliegl, O., Abel, M., & Bäuml, K. H. T. (2018). A (preliminary) Recipe for Obtaining a Testing Effect in Preschool Children: Two Critical Ingredients. Frontiers in Psychology, 9(AUG), 1–8. https://doi.org/10.3389/fpsyg.2018.01446
*Leahy, W. & Sweller, J. (2019). cognitive load theory, resource depletion and the delayed testing effect. Educational Psychology Review, 31(2), 457–478. https://doi.org/10.1007/s10648-019-09476-2
*Lechuga, M. T., Moreno, V., Pelegrina, S., Gómez-Ariza, C. J. & Bajo, M. T. (2006). Age differences in memory control: Evidence from updating and retrieval-practice tasks. Acta Psychologica, 123(3), 279–298. https://doi.org/10.1016/j.actpsy.2006.01.006
*Leonard, L. B. & Deevy, P. (2020). Retrieval practice and word learning in children with specific language impairment and their typically developing peers. Journal of Speech, Language, and Hearing Research, 63(10), 3252–3262. https://doi.org/10.1044/2020_JSLHR-20-00006
*Leonard, L. B., Deevy, P., Karpicke, J. D., Christ, S. L. & Kueser, J. B. (2020). after initial retrieval practice, more retrieval produces better retention than more study in the word learning of children with developmental language disorder. Journal of Speech, Language, and Hearing Research, 63(8), 2763–2776.10.1044/2020_JSLHR-20-00105
*Lima, N. K. de & Jaeger, A. (2020). The effects of prequestions versus postquestions on memory retention in children. Journal of Applied Research in Memory and Cognition, 9(4), 555–563. https://doi.org/10.1016/j.jarmac.2020.08.005
*Lipko-Speeda, A., Dunlosky, J. & Rawson, K. A. (2014). Does testing with feedback help grade-school children learn key concepts in science? Journal of Applied Research in Memory and Cognition, 3(3), 171–176. https://doi.org/10.1016/j.jarmac.2014.04.002
*Lipowski, S. L., Pyc, M. A., Dunlosky, J. & Rawson, K. A. (2014). Establishing and explaining the testing effect in free recall for young children. Developmental Psychology, 50(4), 994–1000. https://doi.org/10.1037/a0035202
*Ma, X., Li, T., Duzi, K., Li, Z. Yan, Ma, X., Li, Y. & Zhou, A. B. (2020). Retrieval Practice Promotes Pictorial Learning in Children Aged Six to Seven Years. Psychological Reports, 123(6), 2085–2100. https://doi.org/10.1177/0033294119856553
*Ma, X., Li, T., Li, Z. & Zhou, A. B. (2020). Episodic context reinstatement promotes memory retention in older but not younger elementary schoolchildren. British Journal of Developmental Psychology, 38(2), 304–318. https://doi.org/10.1111/bjdp.12321
*Marsh, E. J., Fazio, L. K. & Goswick, A. E. (2012). Memorial consequences of testing school-aged children. Memory, 20(8), 899–906. https://doi.org/10.1080/09658211.2012.708757
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., Mcdermott, K. B. & Roediger, H. L. (2013). Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams. Applied Cognitive Psychology, 372(February), 360–372. 10.1002/acp.2914
McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72, 609–633. https://doi.org/10.1146/annurev-psych-010419-051019
Metcalfe, J., Kornell, N. & Son, L. K. (2007). A cognitive-science based programme to enhance study efficacy in a high and low risk setting. European Journal of Cognitive Psychology, 19(4–5), 743–768. https://doi.org/10.1080/09541440701326063
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G. & Group, T. P. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS ONE, 6(7), 1–6. https://doi.org/10.1371/journal.pmed.1000097
*Moore, K. N., Lampinen, J. M., Gallo, D. A. & Bridges, A. J. (2018). Effects of feedback and test practice on recollection and retrieval monitoring: Comparing first graders, third graders, and adults. Memory, 26(4), 424–438. https://doi.org/10.1080/09658211.2017.1360356
*Moreira, B. F. T., Pinto, T. S. da S., Justi, F. R. R. & Jaeger, A. (2019). Retrieval practice improves learning in children with diverse visual word recognition skills. Memory, 27(10), 1423–1437. https://doi.org/10.1080/09658211.2019.1668017
Moreira, B. F. T., Pinto, T. S. S., Starling, D. S. V. & Jaeger, A. (2019). Retrieval Practice in Classroom Settings: A Review of Applied Research. Frontiers in Education, 4(February), 1-16. https://doi.org/10.3389/feduc.2019.00005
*Ritchie, S. J., Della Sala, S. & McIntosh, R. D. (2013). Retrieval practice, with or without mind mapping, boosts fact learning in primary school children. PLoS ONE, 8(11), e78976. https://doi.org/10.1371/journal.pone.0078976
*Roediger, H. L., Agarwal, P. K., McDaniel, M. A. & McDermott, K. B. (2011). Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17(4), 382–395. https://doi.org/10.1037/a0026252
Roediger, H. L., Putnam, A. L. & Smith, M. A. (2011). Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice. In J. P. Mestre & B. H. Ross (Eds.), Psychology of Learning and Motivation (Vol. 55, pp. 1-36). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00001-6
*Rohrer, D., Taylor, K. & Sholar, B. (2010). Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning Memory and Cognition, 36(1), 233–239. https://doi.org/10.1037/a0017678
Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological bulletin, 140(6), 1432-1463. http://dx.doi.org/10.1037/a0037559
*Rowley, T. & McCrudden, M. T. (2020). Retrieval practice and retention of course content in a middle school science classroom. Applied Cognitive Psychology, 34(6), 1510–1515. https://doi.org/10.1002/acp.3710
*Sheffield, E. G. & Hudson, J. A. (2006). You must remember this: Effects of video and photograph reminders on 18-month-olds’ event memory. Journal of Cognition and Development, 7(1), 73–93. https://doi.org/10.1207/s15327647jcd0701_4
Sigman, M., Peña, M., Goldin, A. P. & Ribeiro, S. (2014). Neuroscience and education: Prime time to build the bridge. Review Nature Neuroscience,17, 497-502. https://doi.org/10.1038/nn.3672
Slavin, R. E. (2020). How evidence-based reform will transform research and practice in education. Educational Psychologist, 55(1), 21–31. https://doi.org/10.1080/00461520.2019.1611432
Smolen, P., Zhang, Y. & Byrne, J. H. (2016). The right time to learn: Mechanisms and optimization of spaced learning. Nature Reviews Neuroscience, 17(2), 77-88. https://www.nature.com/articles/nrn.2015.18.pdf
*Spitizer, H. F. (1939). Educational psychology. Journal of Educational Psychological, 30(9), 41–656. https://doi.org/10.1037/h0066306
Tullis, J. G. & Maddox, G. B. (2020). Self-reported use of retrieval practice varies across age and domain. Metacognition and Learning, 15(2), 129–154. https://doi.org/10.1007/s11409-020-09223-x
Uner, O. & Roediger III, H. L. (2018). The effect of question placement on learning from textbook chapters. Journal of Applied Research in Memory and Cognition, 7(1), 116-122. https://doi.org/10.1016/j.jarmac.2017.09.002
Yang, C., Luo, L., Vadillo, M. A. & Shanks, D. R. (2021). Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review. Psychological Bulletin, 147(4), 399-435. http://dx.doi.org/10.1037/bul0000309
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación del trabajo al igual que licenciado bajo una Creative Commons Attribution License que permite a otros compartir el trabajo con un reconocimiento de la autoría del trabajo y la publicación inicial en esta revista.