The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect
The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect
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DOI：
10.1037/a0037559
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发表时间：
2014-11-01
影响因子：
22.4
通讯作者：
Rowland, Christopher A.
中科院分区：
文献类型：
--
作者：
Rowland, Christopher A.
对以前研究过的信息进行测试可以作为一种强有力的学习事件，这种现象被称为测试效应。尽管在过去的十年里研究激增，但现有的理论还没有对测试现象提供连贯的解释。本研究使用Meta分析来检验测验与再研究对保留的影响。关键结果表明，支持费力加工作为测试效果的贡献者的作用，初始回忆测试比再认测试产生更大的测试益处。对现有的将测试效果归因于加强语义阐述的理论解释的支持有限，这表明在解释测试效果时需要考虑替代机制。未来对测试效应的理论解释可能会受益于对记忆提取导致的情景和背景派生的记忆保持贡献的考虑。此外，测试效应的分叉模型被认为是描述文献中存在的结果模式的一个可行的框架。
Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect. Despite a surge of research in the past decade, existing theories have not yet provided a cohesive account of testing phenomena. The present study uses meta-analysis to examine the effects of testing versus restudy on retention. Key results indicate support for the role of effortful processing as a contributor to the testing effect, with initial recall tests yielding larger testing benefits than recognition tests. Limited support was found for existing theoretical accounts attributing the testing effect to enhanced semantic elaboration, indicating that consideration of alternative mechanisms is warranted in explaining testing effects. Future theoretical accounts of the testing effect may benefit from consideration of episodic and contextually derived contributions to retention resulting from memory retrieval. Additionally, the bifurcation model of the testing effect is considered as a viable framework from which to characterize the patterns of results present across the literature.