RESUMO
Little is known about "retrieval practice" learning strategies in early childhood, and very few studies have tracked them over long intervals. This study explored the promotion of retrieval practices in six- and seven-year-old children's memories of pictures at different time intervals. One hundred and four first-grade students were asked to remember the contents of 15 pictures in four retrieval practice conditions: with feedback, with elaboration, retrieval practice without feedback, and repetitive learning. Recognition was tested after 5-minute, one-week, and one-month intervals after completion of the study. The results indicate that retrieval with feedback promotes memory more effectively than elaboration. Scores in the retrieval practice with feedback group were higher than those in the elaboration group at all three delay intervals, and the advantage of retrieval without feedback may increase at longer intervals. For example, the hit rates in the retrieval practice without feedback group were higher than those in the repetitive learning group after one month, but no significant differences were found after 5 minutes or one week. The findings provide preliminary evidence that practicing retrieval strategies may be efficient in early elementary education.
