Toward an understanding of why retrieval practice supports the construction of integrated memory representations

理解为什么检索实践支持整合记忆表征的构建

• 批准号: RGPIN-2020-04618
• 负责人: Szpunar, Karl
• 金额: $ 2.4万
• 依托单位: Ryerson University
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2022
• 资助国家: 加拿大
• 起止时间: 2022-01-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=764156
• 关键词: Toward; understanding; why; retrieval; practice

Learning is often limited by the need to sustain attention and integrate study content over extended periods of time. One simple but effective way to overcome this obstacle is to interpolate extended sequences of study-such as preparing for an exam or viewing a lecture-with opportunities for learners to retrieve information from memory. For instance, rather than progressing uninterrupted through a lecture, interpolating the lecture with memory tests-e.g., studying a short segment of the lecture, answering questions about the first segment, studying the next segment of the lecture, answering questions about the second segment, and so on-can dramatically improve attention and learning. In addition to considering how much learners remember, it is also important to consider the quality of the learning that has taken place. For instance, it is not only important for students to extract information from a lecture, but also to integrate what they have learned from across the lecture. There is preliminary evidence that interpolated testing can aid learners in their ability to organize the content of learning into an integrated mnemonic representation. While intriguing, little is known about the underlying mechanism(s) by which interpolated testing facilitates knowledge integration. One possible mechanism that will be evaluated in this proposal is study-phase retrieval-the coming back to mind, or reminding, of information learned in an earlier portion of a study sequence during a later portion of a study sequence. Does interpolated testing enhance the occurrence of study-phase retrieval? Do study-phase retrievals help learners integrate disparate elements of study content? Using novel behavioural and neuroimaging techniques, this proposal represents the first systematic, multi-method investigation of study-phase retrieval, the role of interpolated testing in evoking study-phase retrieval, and the relation of study-phase retrieval to knowledge integration during learning. Interpolated testing has been shown to improve attention and learning in academic and vocational settings, and with younger and older adults. Insights into the role of study-phase retrieval in supporting the construction of integrated mnemonic representations of study content would aid in the development of more complete theories of the impact of interpolated testing on attention and learning, and also the development of technologies that could optimize the benefits of interpolated testing for learning in healthy and memory-impaired populations. The proposed research will also lead to the development of highly qualified personnel in state-of-the-art methods of the science of learning. These skills will enable our trainees to pursue academic positions and/or translate their skills to industries that aim to improve the efficacy with which Canadian academic institutions and companies teach and train their students and employees.

学习往往受到长期保持注意力和整合学习内容的需要的限制。克服这一障碍的一个简单而有效的方法是插入延长的学习序列--例如准备考试或观看讲座--让学习者有机会从记忆中检索信息。例如，不是在演讲中不间断地进行，而是在演讲中插入记忆测试--例如，学习一小段演讲，回答第一节课的问题，学习下一节课，回答第二节课的问题，等等--可以极大地提高注意力和学习能力。除了考虑学习者记住了多少，还必须考虑已经进行的学习的质量。例如，对学生来说，不仅要从一堂课中提取信息，而且要把他们从整个课程中学到的东西整合起来。有初步证据表明，插入式测试可以帮助学习者将学习内容组织成一个完整的助记表征。虽然耐人寻味，但人们对插补测试促进知识整合的潜在机制(S)知之甚少。本提案中将评估的一种可能的机制是研究阶段提取--在研究序列的较晚部分中，回想或提醒在研究序列的较早部分中所学到的信息。内插测验是否提高了研究阶段提取的发生率？学习阶段的检索是否能帮助学习者整合学习内容的不同元素？利用新的行为和神经成像技术，本研究首次系统地、多方法地研究了学习阶段提取、内插测验在唤起学习阶段提取中的作用以及学习阶段提取与学习过程中知识整合的关系。插入式测试已被证明在学术和职业环境中以及在年轻人和老年人中改善注意力和学习。深入了解学习阶段提取在支持构建学习内容的综合助记表征方面的作用，将有助于发展关于内插测试对注意力和学习的影响的更完整的理论，并有助于开发能够优化内插测试对健康和记忆障碍人群的学习的益处的技术。拟议的研究还将导致发展最先进的学习科学方法方面的高素质人员。这些技能将使我们的受训人员能够追求学术职位和/或将他们的技能转化为旨在提高加拿大学术机构和公司教授和培训学生和员工的效率的行业。