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.
Obergassel et al. (Sun,) studied this question.