Generative and retrieval tasks: Does the sequence matter and do sequence effects depend on learning task delay?

Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S., & Roelle, J.

Abstract

Engaging in both generative tasks (main function: knowledge construction) and retrieval tasks (main function: knowledge consolidation) is a common means for supporting knowledge acquisition. In the present study, we investigated the role of task sequence (i.e., generative-before-retrieval vs. retrieval-before-generative) and its potential dependence on learning task delay (i.e., delay between initial study phase and follow-up generative or retrieval tasks). Specifically, in an experiment with N = 231 university students we compared the two sequences (an additional restudy-before-retrieval sequence was implemented as a potential alternative to a retrieval-before-generative sequence) regarding task performance and learning outcomes while varying learning task delay (i.e., no vs. 2-day delay). Aside from differences in retrieval task performance under a 2-day delay, no significant differences between the two sequences emerged. The restudy-before-retrieval sequence constituted no viable alternative. We conclude that, regardless of learning task delay, the sequence of generative and retrieval tasks scarcely matters for learning outcomes.