Spaced Retrieval Practice: Can Restudying Trump Retrieval?
Spaced Retrieval Practice: Can Restudying Trump Retrieval?
复制标题
DOI：
10.1007/s10648-023-09809-2
复制
发表时间：
2023-09
影响因子：
10.1
通讯作者：
P. Higham;Greta M. Fastrich;R. Potts;K. Murayama;Jade S. Pickering;J. Hadwin
中科院分区：
文献类型：
--
作者：
P. Higham;Greta M. Fastrich;R. Potts;K. Murayama;Jade S. Pickering;J. Hadwin
我们在3个预先注册的在线实验中考察了间隔提取和再学习。在所有实验中，参与者在最初的研究阶段研究了40个斯瓦希里语-英语单词对的翻译，重新研究了完整的单词对，或者试图在三个间隔的练习课程中两次提取斯瓦希里语提示的英语单词，然后完成最后的线索回忆测试。所有5次治疗间隔2天。在实验1中，我们操纵了检索期间的响应格式(隐蔽与公开)和测试列表结构(受阻与混合的隐蔽/公开检索试验)。所有试验都要求记忆等级(检索：“你的答案正确吗？”；重新研究：“你记得正确的译文吗？”)。回答形式对回忆没有影响，但令人惊讶的是，重新研究的项目的最终测试成绩超过了公开和隐蔽提取条件。在实验2中，我们操纵了对记忆进行评级的要求。如果需要记忆等级，最终测试的再学习成绩超过提取成绩，重复实验1。然而，如果不需要等级，模式被描述性地颠倒。在实验3中，完全取消了记忆评级，我们检查了重新学习的项目与提取一次、两次或三次的项目的回忆性能。成绩随着练习而提高，提取成绩在所有条件下都超过了再学习成绩。根据记忆判断的反应性理论，讨论了实验1和实验2中观察到的典型提取练习效应的逆转。
We investigated spaced retrieval and restudying in 3 preregistered, online experiments. In all experiments, participants studied 40 Swahili–English word pair translations during an initial study phase, restudied intact pairs or attempted to retrieve the English words to Swahili cues twice in three spaced practice sessions, and then completed a final cued-recall test. All 5 sessions were separated by 2 days. In Experiment 1, we manipulated the response format during retrieval (covert vs. overt) and the test list structure (blocked vs. intermixed covert/overt retrieval trials). A memory rating was required on all trials (retrieval: “Was your answer correct?”; restudy: “Would you have remembered the correct translation?”). Response format had no effect on recall, but surprisingly, final test performance for restudied items exceeded both the overt and covert retrieval conditions. In Experiment 2, we manipulated the requirement to make a memory rating. If a memory rating was required, final test restudy performance exceeded retrieval performance, replicating Experiment 1. However, the pattern was descriptively reversed if no rating was required. In Experiment 3, the memory rating was removed altogether, and we examined recall performance for items restudied versus retrieved once, twice, or thrice. Performance improved with practice, and retrieval performance exceeded restudy performance in all conditions. The reversal of the typical retrieval practice effect observed in Experiments 1 and 2 is discussed in terms of theories of reactivity of memory judgments.