Do partial and distributed tests enhance new learning?
Do partial and distributed tests enhance new learning?
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DOI：
10.1037/xap0000440
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发表时间：
2022-08
期刊：
影响因子：
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通讯作者：
Hilary J Don;Chunliang Yang;Shaun Boustani;D. Shanks
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文献类型：
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作者：
Hilary J Don;Chunliang Yang;Shaun Boustani;D. Shanks
测试有助于后续学习新信息，这种现象被称为前向测试效应。这种效果通常在多列表过程中进行研究，在研究过的列表之后进行检索测试，或进行诸如重新学习之类的控制任务，并在最终列表中比较学习结果。在大多数关于该效应的研究中，测试包括上述列表中的所有材料。我们报告了四个实验，其中三个是预先注册的，以确定部分（不包括所有研究项目）和分布（包括从早期列表中检索项目）的测试是否有效地增强新学习。结果表明，对所有学习过的材料进行测试并不是对新学习产生有益影响或减少干扰的必要条件。测试的有益效果基本上是由减少的主动干扰介导的。重要的是，很少有证据表明，部分测试和分布式测试的正向学习好处被通过检索诱发遗忘对未测试项目的成本所抵消。（PsycInfo Database Record (c) 2022 APA，版权所有）。
Testing facilitates subsequent learning of new information, a phenomenon known as the forward testing effect. The effect is often investigated in multilist procedures, where studied lists are followed by a retrieval test, or a control task such as restudying, and learning is compared on the final list. In most studies of the effect, tests include all material from the preceding list. We report four experiments, three of which were preregistered, to determine whether tests that are partial (not including all studied items) and distributed (including retrieval of items from earlier lists) are effective in enhancing new learning. The results show that testing of all studied material is not necessary to produce beneficial effects on new learning or to reduce intrusions. The beneficial effects of testing were substantially mediated by reduced proactive interference. Importantly, there was minimal evidence that the forward learning benefits of partial and distributed tests are offset by a cost to untested items via retrieval-induced forgetting. (PsycInfo Database Record (c) 2022 APA, all rights reserved).