The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect
The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect
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DOI：
10.1016/j.jml.2005.01.012
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发表时间：
2005-05
影响因子：
4.3
通讯作者：
H. P. Bahrick;L. K. Hall
中科院分区：
文献类型：
--
作者：
H. P. Bahrick;L. K. Hall
编码策略的有效持续时间各不相同，个体可以在检索失败的基础上最好地识别和修改产生短持续时间效果的策略。在提供识别短时间编码策略的判别反馈方面，具有较长学习间隔的多次学习比大规模训练更好。我们报告了两项研究，其中两次学习之间的长间隔对长期记忆产生了实质性的好处，而代价只是适度延长个人学习时间。当个体在一段较长的时间内监视和控制编码时，产生最多检索失败的目标在很大程度上促成了间隔优势。这些发现与理论和教育工作者有关，他们对记忆的主要兴趣与长期保持知识有关。
Encoding strategies vary in their duration of effectiveness, and individuals can best identify and modify strategies that yield effects of short duration on the basis of retrieval failures. Multiple study sessions with long inter-session intervals are better than massed training at providing discriminative feedback that identifies encoding strategies of short duration. We report two investigations in which long intervals between study sessions yield substantial benefits to long-term retention, at a cost of only moderately longer individual study sessions. When individuals monitor and control encoding over an extended period, targets yielding the largest number of retrieval failures contribute substantially to the spacing advantage. These findings are relevant to theory and to educators whose primary interest in memory pertains to long-term maintenance of knowledge.