The Effects of Recognition and Recall Study Tasks with Feedback in a Computer-Based Vocabulary Lesson

Should computer-based study tasks use multiple-choice or constructed-response question formats? It was hypothesized that a constructed-response study task (CR) with feedback would be superior to multiple-choice study tasks that allowed either single or multiple tries (STF and MTF). Two additional recognition study task treatments were included that required an overt constructed response after feedback (STF+OR and MTF+OR) in order to control for possible confounding caused by response form mismatch between the recognition study task and recall posttest. Graduate students (N = 133) were randomly assigned to one of the five computer-delivered treatments. Relative to STF, posttest effect sizes were: STF < MTF (0.12) < CR (0.26) < STF+OR (0.55) < MTF+OR (0.62). As hypothesized, CR scores were larger than MTF and STF scores, although the difference was not significant. An overt response had a much stronger effect than expected. The theoretical and practical implications of these results are discussed. Jonassen and Tessmer (1996) have described recognition and recall as separate unique declarative knowledge learning outcomes. This distinction raises an important question related to the design of instruction. Suppose that a realworld task involves recalling various drug interactions. If recognition and recall are accessing the same memory traces, then subordinate training tasks may consist of less frustrating recognition tasks with feedback to achieve mastery before moving to the more difficult task of recall of the same information. If recognition and recall are not accessing the same memory traces, using recognition tasks in instruction may be counterproductive, and the learner would be better served if subordinate instructional tasks focused immediately on recall.