Why tests appear to prevent forgetting: A distribution-based bifurcation model
Why tests appear to prevent forgetting: A distribution-based bifurcation model
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DOI：
10.1016/j.jml.2011.04.002
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发表时间：
2011-08-01
影响因子：
4.3
通讯作者：
Garcia, Michael A.
中科院分区：
文献类型：
--
作者：
Kornell, Nate;Bjork, Robert A.;Garcia, Michael A.
从记忆中提取信息比从相同的信息中提取信息能产生更多的学习效果，而且这种提取的好处似乎随着最终回忆测试前的延迟时间的延长而增加。然而，回忆测试测量的是超过回忆阈值的项目数量，而不是记忆强度本身。根据本文提出的模型，没有反馈的测试产生分叉的项目分布：检索项目变得更强，但非检索项目仍然很弱，导致两类项目之间的差距。另一方面，重新学习项目会强化所有项目，尽管程度不如提取。这些不同的结果可以使测试项目似乎比重新学习的项目更慢地被遗忘，即使所有项目都以相同的速度被遗忘，因为测试引起的分叉使项目远远高于或低于阈值。我们回顾了以前的证据，并提出了三个新的实验设计来测试分叉的解释。(C)2011 Elsevier Inc. All rights reserved.
Retrieving information from memory produces more learning than does being presented with the same information, and the benefits of such retrieval appear to grow as the delay before a final recall test grows longer. Recall tests, however, measure the number of items that are above a recall threshold, not memory strength per se. According to the model proposed in this paper, tests without feedback produce bifurcated item distributions: Retrieved items become stronger, but non-retrieved items remain weak, resulting in a gap between the two classes of items. Restudying items, on the other hand, strengthens all items, though to a lesser degree than does retrieval. These differing outcomes can make tested items appear to be forgotten more slowly than are restudied items even if all items are forgotten at the same rate because the test-induced bifurcation leaves items either well above or well below threshold. We review prior evidence and present three new experiments designed to test the bifurcation interpretation. (C) 2011 Elsevier Inc. All rights reserved.