TESTING VERSUS REVIEW - EFFECTS ON RETENTION
TESTING VERSUS REVIEW - EFFECTS ON RETENTION
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DOI：
10.1037/0022-0663.74.1.18
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发表时间：
1982-01-01
影响因子：
4.9
通讯作者：
DUCHASTEL, PC
中科院分区：
文献类型：
--
作者：
NUNGESTER, RJ;DUCHASTEL, PC
97名高中生学习了一篇简短的历史课文，然后要么对这篇文章进行测试，花同样的时间复习这篇文章，要么继续做一个无关的任务。2周后进行的保留测试表明，测试条件比审查条件或对照条件更好地保留。该效应进一步被证明是特定于内容的（与文本中插入的问题通常产生的效应相反），并且独立于项目格式。结果有利于在教学中更多地使用测试。（7参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
97 high school seniors studied a brief history text, then either took a test on the passage, spent equivalent time reviewing the passage, or went on to an unrelated task. A retention test given 2 wks later indicated that the test condition resulted in better retention than either the review or the control conditions. The effect was further shown to be content specific (in contrast to effects typically produced by questions inserted in text) and independent of item format. Results favor a greater use of testing in instruction.(7 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)