Learning from Tests: The Case of True-False Examinations
Learning from Tests: The Case of True-False Examinations
复制标题
从测试中学习：真假测试案例
DOI：
10.1080/00220671.1989.10885940
复制
发表时间：
1989
影响因子：
2.1
通讯作者：
H. A. Brochin
中科院分区：
文献类型：
--
作者：
Thomas C. Toppino;H. A. Brochin
64名大学生阅读了一系列关于12位美国总统的文章，然后对这些材料进行了一次真假测试。一周后，他们参加了第二次考试，在考试中，他们对每个项目进行了7分制的评分，从绝对错误到绝对正确。第二次检查中的一些项目与第一次检查重复，而其他项目（非重复项目）则是以前提供的。结果表明，第二次考试的平均效度等级较高的重复项目比nonrepeated项目，无论项目是真还是假。也就是说，如果受试者在最初的真假测试中遇到过一个项目，他们更有可能相信它是真的。客观错误项目的这种发生构成了“负面暗示效应”的证据（Remmers & Remmers，1926），即学生由于暴露于错误项目而学习不正确的信息。这些研究结果的实际和理论意义进行了讨论。
AbstractSixty-four college students read a series of passages about 12 U.S. presidents and then took a true-false exam on the material. One week later, they took a second exam in which they rated each item on a 7-point scale, ranging from definitely false to definitely true. Some items on the second exam were repeated from the first exam, whereas other items (nonrepeated items) were presented previously. Results indicated that mean validity ratings on the second exam were higher for repeated items than for nonrepeated items regardless of whether the items were true or false. That is, subjects were more likely to believe an item to be true if they had encountered it previously on the initial true-false exam. This occurrence for objectively false items constitutes evidence for a “negative suggestion effect” (Remmers & Remmers, 1926), in which students learn incorrect information as a result of exposure to false items. Practical and theoretical implications of these findings are discussed.