What types of learning are enhanced by a cued recall test?
What types of learning are enhanced by a cued recall test?
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DOI：
10.3758/bf03194004
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发表时间：
2006-10-01
影响因子：
3.5
通讯作者：
Vul, Edward
中科院分区：
文献类型：
--
作者：
Carpenter, Shana K.;Pashler, Harold;Vul, Edward
在两个实验中，我们研究了什么类型的学习受益于线索回忆测试。在最初暴露于一个词对（A + B）后，受试者经历了一个干预线索回忆测试（A->？）有反馈，或再研究演示（A-> B）。最后一个测试是在相同的条件下进行线索回忆（A->？）或相反（？-> B）方向，或者只自由回忆线索（回忆A）或只回忆目标（回忆B）。所有的最终测试都显示了测试的好处，而不是重新学习。测试对在干预测试（B）中检索到的信息产生了直接益处。这种益处还"溢出"，以促进回忆测试中存在但未检索到的信息（A）。理论和实践的影响进行了讨论。
In two experiments, we investigated what types of learning benefit from a cued recall test. After initial exposure to a word pair (A+B), subjects experienced either an intervening cued recall test (A ->?) with feedback, or a restudy presentation (A -> B). The final test could be cued recall in the same (A ->?) or opposite (?-> B) direction, or free recall of just the cues (Recall As) or just the targets (Recall Bs). All final tests revealed a benefit for testing as opposed to restudying. Tests produced a direct benefit for information that was retrieved on the intervening test (B). This benefit also "spilled over" to facilitate recall of information that was present on the test but not retrieved (A). Both theoretical and practical implications are discussed.