When retrieval practice improves learning - characteristics of this testing effect and the influence of study material

当检索练习改善学习时——该测试效果的特征以及学习材料的影响

• 批准号: 427736286
• 负责人: Professor Dr. Karl-Heinz Bäuml
• 金额: --
• 依托单位: Lehrstuhl für Psychologie IV (Entwicklungs- und Kognitionspsychologie)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/427736286?language=en
• 关键词: When; retrieval; practice; improves; learning

The repeated retrieval of previously studied material does not only improve recall of the retrieved material but also improves learning and memory of subsequently studied material. This effect is often termed the forward testing effect (FTE). While prior work has demonstrated the existence of the basic FTE and its generalizability to different settings and participant groups, there is not much knowledge yet about central characteristics of the effect. For instance, it is still far from clear whether the FTE depends on retrieval practice of the previously studied material or may also arise by other forms of retrieval activities. It is unclear whether the FTE is lasting and still present if the retention interval between learning and test is prolonged. In particular, however, it is unclear whether the FTE varies with material, and whether quantitatively or even qualitatively different FTEs can be created with different materials. It is the goal of this project and its series of 8 experiments to provide answers on these and other open research questions. The project also aims to provide a theoretical contribution. The currently favored explanation of the FTE, which claims that improved retrieval-induced semantic organization of the study material underlies the FTE, is contrasted with an alternative account, which predicts qualitatively different FTEs across different materials. For all research questions addressed in this project, the two accounts lead to different predictions. The project will thus lead to an extensive test of the two accounts and will drastically improve our understanding of the cognitive mechanisms mediating the FTE. During the past decade, testing effects have received a lot of attention in the literature and the media partly because considerable application potential of the FTE is seen within the educational context. By providing a first detailed picture of central characteristcs of the FTE, the results of this project will significantly contribute to this potential.

对先前学习过的材料的重复检索不仅提高了对检索材料的回忆，而且提高了对随后学习过的材料的学习和记忆。这种效应通常被称为前向测试效应（FTE）。虽然先前的工作已经证明了基本的FTE的存在及其对不同环境和参与者群体的普遍性，但对效果的中心特征还没有太多的了解。例如，目前还不清楚FTE是否取决于先前研究材料的检索实践，或者也可能由其他形式的检索活动引起。目前尚不清楚如果学习和测试之间的保持间隔延长，FTE是否持续并仍然存在。然而，特别是，目前还不清楚FTE是否随材料而变化，以及不同材料是否可以产生数量上甚至质量上不同的FTE。本项目及其8个系列实验的目标是为这些和其他开放性研究问题提供答案。该项目还旨在提供理论贡献。目前最受欢迎的解释的FTE，它声称，改善检索诱导的语义组织的研究材料的基础FTE，与另一种帐户，预测不同材料的定性不同的FTE。对于本项目中涉及的所有研究问题，这两个帐户导致不同的预测。因此，该项目将导致对这两个账户的广泛测试，并将大大提高我们对调节FTE的认知机制的理解。在过去的十年中，测试的影响已经得到了很多的关注，在文学和媒体的一部分，因为相当大的应用潜力的FTE被认为是在教育背景下。通过提供FTE中心特征的第一个详细图片，该项目的结果将大大有助于这一潜力。