Toppino Thomas C, Cohen Michael S, Davis Meghan L, Moors Amy C
Department of Psychology, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085, USA.
J Exp Psychol Learn Mem Cogn. 2009 Sep;35(5):1352-8. doi: 10.1037/a0016371.
The authors clarify the source of a conflict between previous findings related to metacognitive control over the distribution of practice. In a study by L. Son (2004), learners were initially presented pairs of Graduate Record Examination (GRE) vocabulary words and their common synonyms for 1 s, after which they chose to study the pair again immediately (massed practice), later (spaced practice), or not at all (done). Learners chose spaced practice less as pair difficulty increased. A. S. Benjamin and R. D. Bird (2006), using different materials and procedures and a longer presentation duration (5 s), concluded just the opposite. The authors adopted Son's materials and procedures and replicated her findings with a 1-s stimulus duration. However, the declining choice of spacing as item difficulty increased largely reflected learners' failure to fully perceive items with brief presentations. With longer presentations, ensuring full perception, the choice of spaced practice increased with greater pair difficulty, in agreement with Benjamin and Bird. Theoretical implications are discussed in the context of discrepancy-reduction and proximal-learning perspectives.
作者澄清了先前有关元认知对练习分布控制的研究结果之间冲突的根源。在L. 桑（2004年）的一项研究中，学习者最初会看到成对的研究生入学考试（GRE）词汇及其常见同义词，持续1秒，之后他们可以选择立即再次学习这一对（集中练习）、稍后学习（间隔练习）或根本不学习（完成）。随着单词对难度的增加，学习者选择间隔练习的次数减少。A. S. 本杰明和R. D. 伯德（2006年）使用不同的材料和程序以及更长的呈现时间（5秒），得出了相反的结论。作者采用了桑的材料和程序，并以1秒的刺激持续时间重复了她的研究结果。然而，随着项目难度增加，间隔选择的减少很大程度上反映了学习者在短暂呈现时未能完全感知项目。当呈现时间更长以确保完全感知时，间隔练习的选择随着单词对难度的增加而增加，这与本杰明和伯德的研究结果一致。本文从减少差异和近端学习的角度讨论了理论意义。
