Cue Strength as a Moderator of the Testing Effect: The Benefits of Elaborative Retrieval
Cue Strength as a Moderator of the Testing Effect: The Benefits of Elaborative Retrieval
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DOI：
10.1037/a0017021
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发表时间：
2009-11-01
影响因子：
2.6
通讯作者：
Carpenter, Shana K.
中科院分区：
文献类型：
--
作者：
Carpenter, Shana K.
本研究探讨了精细提取假说作为一种解释的测试效果：倾向于记忆测试，以提高保留比再学习。特别是，测试期间的提取过程可能会激活与目标反应相关的详细信息，从而增加激活任何这些信息将有助于稍后提取目标的机会。在对这一观点的测试中，参与者学习了强烈相关的线索-目标对（例如，吐司：面包）或弱关联（例如，篮子：面包），通过线索回忆测试（吐司：）或重新学习机会（吐司：面包）。最后的测试，需要自由回忆的目标显示，测试项目保留更好地比重新研究的项目，虽然强大的线索促进回忆测试项目最初，从弱线索回忆的项目保留更好地随着时间的推移，这样的优势被消除或逆转的时候，最后的测试。无论线索-目标关系的强度如何，重新研究的项目在最终测试中以相似的比率保留。这些结果表明，在测试过程中比在复习过程中更容易发生的加工信息的激活可能是测试效应的一种机制。
The current study explored the elaborative retrieval hypothesis as an explanation for the testing effect: the tendency for a memory test to enhance retention more than restudying. In particular, the retrieval process during testing may activate elaborative information related to the target response, thereby increasing the chances that activation of any of this information will facilitate later retrieval of the target. In a test of this view, participants learned cue-target pairs, which were strongly associated (e.g., Toast: Bread) or weakly associated (e.g., Basket: Bread), through either a cued recall test (Toast:) or a restudy opportunity (Toast: Bread). A final test requiring free recall of the targets revealed that tested items were retained better than restudied items, and although strong cues facilitated recall of tested items initially, items recalled from weak cues were retained better over time, such that this advantage was eliminated or reversed at the time of the final test. Restudied items were retained at similar rates on the final test regardless of the strength of the cue-target relationship. These results indicate that the activation of elaborative information-which would occur to a greater extent during testing than restudying-may be one mechanism that underlies the testing effect.