Repeated retrieval during learning is the key to long-term retention
Repeated retrieval during learning is the key to long-term retention
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DOI：
10.1016/j.jml.2006.09.004
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发表时间：
2007-08-01
影响因子：
4.3
通讯作者：
Roediger, Henry L., III
中科院分区：
文献类型：
--
作者：
Karpicke, Jeffrey D.;Roediger, Henry L., III
测试不仅测量记忆的内容，还可以增强学习和长期记忆。我们报告了两个实验的启发Tulving（1967）的开创性工作的影响，测试的多试自由回忆。受试者在多项研究和测试试验中学习了一系列单词，并在学习一周后进行了最后的回忆测试。在实验1中，在学习过程中重复测试增强保留相对于重复学习，虽然交替学习和测试试验产生了最好的保留。在实验2中，回忆的项目从进一步的学习或进一步的测试中删除，以探讨不同类型的练习如何影响保持。重复研究以前回忆的项目并没有好处保留相对于从进一步的研究中删除这些项目。然而，相对于将这些物品从进一步测试中删除，重复召回之前召回的物品使保留率提高了100%以上。重复提取信息是长期记忆的关键。(C)2006年爱思唯尔公司All rights reserved.
Tests not only measure the contents of memory, they can also enhance learning and long-term retention. We report two experiments inspired by Tulving's (1967) pioneering work on the effects of testing on multitrial free recall. Subjects learned lists of words across multiple study and test trials and took a final recall test I week after learning. In Experiment 1, repeated testing during learning enhanced retention relative to repeated studying, although alternating study and test trials produced the best retention. In Experiment 2, recalled items were dropped from further studying or further testing to investigate how different types of practice affect retention. Repeated study of previously recalled items did not benefit retention relative to dropping those items from further study. However, repeated recall of previously recalled items enhanced retention by more than 100% relative to dropping those items from further testing. Repeated retrieval of information is the key to long-term retention. (C) 2006 Elsevier Inc. All rights reserved.