Strengthening concept learning by repeated testing.
Strengthening concept learning by repeated testing.
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DOI：
10.1111/sjop.12093
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发表时间：
2014-02
影响因子：
2.1
通讯作者：
Nyberg L
中科院分区：
文献类型：
--
作者：
Wiklund-Hörnqvist C;Jonsson B;Nyberg L
这项研究的目的是检验在教育背景下，与重读入门心理学关键概念相比，重复测试和反馈是否有利于学习。在实习后即刻、18天后以及在本科生样本(n=83)中延迟5周时检查测试效果。结果表明，与所有延迟的重读相比，带反馈的重复测试显著增强了学习能力，表明在短期和长期内，与重复编码相比，重复提取增强了记忆能力。此外，重复测试的效果对不同工作记忆容量的学生都是有利的。有人认为，涉及重复检索的教学方法是教育系统需要考虑的重要因素。
The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology key-concepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system.
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影响因子：
25.4
作者：
Dunlosky, John;Rawson, Katherine A.;Willingham, Daniel T.
通讯作者：
Willingham, Daniel T.
影响因子：
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作者：
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通讯作者：
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DOI：
10.1037/a0017021
发表时间：
2009-11-01
影响因子：
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作者：
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通讯作者：
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作者：
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通讯作者：
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影响因子：
2.5
作者：
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通讯作者：
Nyberg, Lars