Test-enhanced learning in third-grade children
Test-enhanced learning in third-grade children
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DOI：
10.1080/01443410.2014.963030
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发表时间：
2015-05
影响因子：
3.2
通讯作者：
Antônio Jaeger;Raquel Eloísa Eisenkraemer;L. Stein
中科院分区：
文献类型：
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作者：
Antônio Jaeger;Raquel Eloísa Eisenkraemer;L. Stein
最近的几项研究表明，在提高记忆的长期保持方面，检索比重新学习更有效。然而，对儿童进行这方面影响的研究仍然很少。在此，我们报告一项实验，三年级的儿童首先将一篇简短的百科文章阅读两遍，然后要么对文章中选定的目标内容进行线索回忆测试，要么将同一篇文章再读两遍。七天后，对所有儿童进行关于文章内容的最终四项选择题记忆测试，以及测量他们智商和阅读技能的测试。在最终的四项选择题记忆测试中，与将文章重新学习两遍的儿童相比，进行初始线索回忆测试的儿童表现明显更好（他们正确回答的比例分别为87%和53%）。结果表明，线索回忆测试可以在幼儿中引发非常显著的测试效应，即使使用复杂的、与教育相关的材料作为刺激物也是如此。
Several recent studies have shown that retrieval is more efficient than restudy in enhancing the long-term retention of memories. However, studies investigating this effect in children are still rare. Here, we report an experiment in which third-grade children initially read a brief encyclopaedic text twice and then either performed a cued recall test on selected target contents of the text or reread the same text twice. A final four-choice memory test about the text’s contents was administered to all children after seven days as well as tests measuring their IQ and reading skills. In the final four-choice memory test, children who took the initial cued recall test showed significantly greater performance in comparison with children who restudied the text twice (their responses were 87 and 53% correct, respectively). The results suggest that cued recall tests can elicit very robust testing effects in young children, even when complex, educationally relevant materials are used as stimuli.