Prior knowledge level dissociates effects of retrieval practice and elaboration

Prior knowledge level varies between individuals and influences the effectiveness of learning strategies. This study tested the influence of prior knowledge level on effects of retrieval practice and elaboration. Psychology major students (more familiarity with psychology key terms) and non-psychology major students (less familiarity with psychology key terms) learned five lists of psychology key terms under three conditions: retrieval practice, elaboration, and control. The result revealed an interaction between prior knowledge level and learning strategy. There was no significant difference in proportion of final recall between psychology major students and non-psychology major students in the retrieval practice condition, but proportion of final recall was notably higher in psychology major students than non-psychology major students in the elaboration condition. Therefore, prior knowledge level influenced effects of retrieval practice and elaboration due to differences in their underlying mechanisms, supporting the episodic context account.