fMRI exploration of pedagogical benefits of repeated testing: when more is not always better.
fMRI exploration of pedagogical benefits of repeated testing: when more is not always better.
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DOI：
10.1002/brb3.476
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发表时间：
2016-07
影响因子：
3.1
通讯作者：
Reder LM
中科院分区：
文献类型：
--
作者：
Liu XL;Reder LM
测验效应是指在学习后进行测验而不是进行另一项学习时，学生的上级保持能力。迄今为止，大多数关于测试效应发生原因的研究都是行为学的，但我们在这项研究中采用了神经成像方法，以揭示潜在的过程。受试者在学习、再学习和进行单词对的线索回忆测试（没有反馈）时被扫描。我们通过对编码和测试试验进行反向排序来分析BOLD响应，并根据随后的测试是正确还是不正确。我们比较了随后的记忆模式在初始研究，再研究和测试试验。总的来说，在测试试验期间的大脑活动比在重新学习试验期间的大脑活动更能预测后期的表现。对于测试试验，我们分别检查了与成功提取过程中的提取尝试过程相关的大脑区域和与提取过程中的再编码过程相关的区域，以预测后续记忆。与提取尝试相关的区域总是预测随后的记忆成功（激活越大，正确回忆的可能性越大）;然而，与重新编码相关的区域有时会预测随后的失败，特别是当受试者已经正确回忆了相关单词几次时。这些结果表明，是否观察到测试效应优势取决于检索过程和检索之后的重新编码过程。
The testing effect refers to superior retention when study is followed by a test rather than followed by another study. Most research to date on why the testing effect occurs has been behavioral, but we employed neuroimaging methods in this study in order to shed light on the underlying processes. Subjects were scanned while studying, restudying, and taking cued‐recall tests of word pairs (with no feedback). We analyzed the BOLD responses by back sorting the encoding and test trials based on whether the subsequent test was correct or incorrect. We compared the subsequent memory patterns in initial study, restudy, and test trials. Overall, brain activity during test trials was a better predictor of later performance than brain activity during restudy trials. For test trials, we separately examined brain regions associated with the retrieval attempt process during successful retrieval and regions associated with the re‐encoding process during retrieval in terms of prediction of subsequent memory. Regions associated with retrieval attempts were found to always predict subsequent memory success (the greater the activation, the more likely the correct recall); however, the regions associated with re‐encoding would sometimes predict subsequent failure, specifically when subjects had correctly recalled the associated word several times already. These results suggest that whether a testing effect advantage is observed depends on both on the retrieval process and the re‐encoding process which follows that retrieval.