Children's Retrieval of Science Facts: The Role of Hints and Confidence.

Abstract

The effortful process of retrieving information from memory has been established as an effective strategy for improving student learning. However, we have a limited understanding of the development of retrieval practice in children, including contexts that may scaffold its benefit. In the current pre-registered study, we examined whether the use of hints during retrieval practice improved free recall in an online science learning task in 8- to 13-years-olds (N = 77, N_females= 36). We found partial evidence supporting the provision of hints as boosting the benefit of retrieval practice. Children's long-term retention of science facts was higher when they received hints during an earlier practice test compared to restudying information, but not compared to a test only condition without hints. Furthermore, we found similar effects across both age and levels of confidence, suggesting that retrieval practice remains stable across these factors.