McDaniel Mark A, Howard Daniel C, Einstein Gilles O
Department of Psychology, Washington University in St. Louis, MO 63130- 4899, USA.
Psychol Sci. 2009 Apr;20(4):516-22. doi: 10.1111/j.1467-9280.2009.02325.x. Epub 2009 Mar 20.
Two experiments with college students investigated the effectiveness of the 3R (read-recite-review) strategy for learning from educational texts. The 3R strategy was compared with rereading and note-taking study strategies using free-recall, multiple-choice, and short-answer inference tests immediately after study and after a 1-week delay. In Experiments 1 and 2, 3R improved immediate and delayed free recall of fact-based passages, relative to the rereading and note-taking strategies. In Experiment 2, which used longer, more complex passages on engineering topics, performance on multiple-choice and problem-solving items was better in the 3R than in the rereading condition, and was equivalent in the 3R and note-taking conditions, though 3R took less study time than note taking. An inherent advantage of 3R relative to other testing methods for improving learning is that 3R is under the learner's control. These results indicate that it is also an efficacious study technique that capitalizes on the mnemonic potency of retrieval and feedback.
两项针对大学生的实验研究了3R（阅读-背诵-复习）策略对从教育文本中学习的有效性。将3R策略与重读和做笔记的学习策略进行了比较，在学习后立即以及延迟1周后，通过自由回忆、多项选择和简答题推理测试来评估。在实验1和实验2中，相对于重读和做笔记策略，3R提高了基于事实段落的即时和延迟自由回忆。在实验2中，使用了关于工程主题的更长、更复杂的段落，在多项选择和解决问题项目上，3R组的表现优于重读组，在3R组和做笔记组中表现相当，不过3R组比做笔记组花费的学习时间更少。相对于其他用于改善学习的测试方法，3R的一个固有优势是它由学习者控制。这些结果表明，它也是一种有效的学习技巧，利用了检索和反馈的记忆效力。
