University of Illinois, Chicago, Illinois 60607-7137, USA.
Mem Cognit. 2010 Mar;38(2):244-53. doi: 10.3758/MC.38.2.244.
Retrieving information from memory makes that information more recallable in the future than it otherwise would have been. Optimizing retrieval practice has been assumed, on the basis of evidence and arguments tracing back to Landauer and Bjork (1978), to require an expanding-interval schedule of successive retrievals, but recent findings suggest that expanding retrieval practice may be inferior to uniform-interval retrieval practice when memory is tested after a long retention interval. We report three experiments in which participants read educational passages and were then repeatedly tested, without feedback, after an expanding or uniform sequence of intervals. On a test 1 week later, recall was enhanced by the expanding schedule, but only when the task between successive retrievals was highly interfering with memory for the passage. These results suggest that the extent to which learners benefit from expanding retrieval practice depends on the degree to which the to-be-learned information is vulnerable to forgetting.
从记忆中检索信息会使信息在未来比原本更容易被回忆起来。基于可以追溯到 Landauer 和 Bjork（1978）的证据和论证，优化检索练习被认为需要一个扩展间隔的连续检索时间表，但最近的发现表明，当记忆在长时间的保留间隔后进行测试时，扩展检索练习可能不如均匀间隔检索练习有效。我们报告了三个实验，参与者阅读教育文章，然后在扩展或均匀间隔序列后无反馈地重复进行测试。在一周后的测试中，扩展时间表提高了回忆效果，但只有在连续检索之间的任务对文章记忆有很大干扰时才会如此。这些结果表明，学习者从扩展检索练习中受益的程度取决于要学习的信息易受遗忘的程度。
