How much less did the control group recall compared to the doodling group?

The correct answer highlights that the control group recalled 29% less than the doodling group, which underscores a significant finding in the context of cognitive psychology. This difference suggests that engaging in doodling during a recall task may enhance memory retention compared to a scenario where participants are entirely focused without any secondary activity.

This phenomenon can be analyzed through the lens of dual-task theories, which propose that engaging in a simple, non-distracting task (like doodling) may prevent mind-wandering and improve concentration on the primary task of recalling information. The 29% difference indicates a considerable advantage conferred by doodling, reinforcing the idea that some level of cognitive engagement, even if seemingly unrelated, can lead to better performance in memory tasks.

This result offers valuable insight into how cognitive load and attention resources can be effectively managed, making it important for educational practices and study strategies. Additionally, the magnitude of the recall difference highlights the effectiveness of such an intervention in real-world scenarios, suggesting practical applications in learning environments.