MAINTENANCE OF FOREIGN-LANGUAGE VOCABULARY AND THE SPACING EFFECT
MAINTENANCE OF FOREIGN-LANGUAGE VOCABULARY AND THE SPACING EFFECT
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DOI：
10.1111/j.1467-9280.1993.tb00571.x
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发表时间：
1993-09-01
影响因子：
8.2
通讯作者：
BAHRICK, PE
中科院分区：
文献类型：
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作者：
BAHRICK, HP;BAHRICK, LE;BAHRICK, PE
在长达9年的纵向调查中，4名受试者学习和再学习了300个英语-外语单词对。每隔14天、28天或56天进行13次或26次再学习。培训结束后，分别测试1年、2年、3年或5年的保持率。较长的训练间隔略微减慢了习得速度，但训练期间的这一劣势被显著较高的保持率所抵消。间隔56天的13次再培训课程与间隔14天的26次课程的保留率相当。额外课程带来的保留收益与间隔带来的收益无关，这两个变量都促进了单词的保留，无论难度如何，也与训练期间提取的一致性无关。讨论了间隔检索实践对长期保持对学术知识领域的访问的好处。
In a 9-year longitudinal investigation, 4 subjects learned and relearned 300 English-foreign language word pairs. Either 13 or 26 relearning sessions were administered at intervals of 14, 28, or 56 days. Retention was tested for 1, 2, 3, or 5 years after training terminated. The longer intersession intervals slowed down acquisition slightly, but this disadvantage during training was offset by substantially higher retention. Thirteen retraining sessions spaced at 56 days yielded retention comparable to 26 sessions spaced at 14 days. The retention benefit due to additional sessions was independent of the benefit due to spacing, and both variables facilitated retention of words regardless of difficulty level and of the consistency of retrieval during training. The benefits of spaced retrieval practice to long-term maintenance of access to academic knowledge areas are discussed.