“提取练习”在促进高阶认知上的优势效应及边界条件

目前，提取练习效应已得到了广泛的验证。但是，已有研究的观测指标主要集中于学习分类的浅层分类—记忆与理解，对应用、评估、分析和创造这四类高阶技能几乎没有涉及。本项目将采用经典的提取练习效应范式，通过问题的设置控制不同类别的高阶技能，展开对应用、分析、评估、创造性层面的研究。主要解决以下问题：1）提取练习与重复学习和精细加工学习相比，其是否在促进个体高阶认知上具有优势效应；2）学习者特征、学习材料和学习任务因素是否会对提取练习促进高阶认知产生影响？本项目的研究成果将有助于加深和拓展研究者对提取练习效应原理和机制的理解，并且为教学实践提供指导。

At present, the manifestation of the retrieval practice effect has been extensively validated. However, existing studies have mainly focused on observing the indicators for lower-order categories of learning, which are memory and comprehension, and almost none have discussed the four categories of higher-order skills, which are application, evaluation, analysis, and creativity. In order to explore the different higher-order skills of application, analysis, evaluation and creativity, this project will adopt a classic paradigm of the retrieval practice effect an d design questions aimed to manipulate these four categories of higher-order skills. The main aim of this study is to answer the following questions: 1) When compared with repetition and elaboration, would retrieval practice have a superiority effect on enhancing an individual’s higher-order cognition? 2) Would factors such as learner’s characteristics, learning material, and learning tasks affect the outcome of retrieval practice on enhancing higher-order cognition? The results of this study will help to deepen and expand our knowledge on the theory and mechanism of the retrieval practice effect, thus providing guidance for teaching practices.