重复测试对健康老年人面孔-姓名配对学习的益处和成本。
The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adults.
机构信息
Department of Educational Psychology, The Chinese University of Hong Kong, China.
出版信息
Psychol Aging. 2010 Dec;25(4):833-45. doi: 10.1037/a0019933.
Abstract
We compared the benefits of repeated testing and repeated study on cued recall of unfamiliar face-name pairs in healthy middle-aged and older adults. We extended Karpicke and Roediger's (2008) paradigm to compare the effects of repeated study versus repeated testing after each face-name pair was correctly recalled once. The results from Experiment 1, which provided no feedback during the acquisition phase, yielded a crossover interaction: Middle-aged adults showed the expected benefit of repeated testing, whereas older adults produced a benefit of repeated study. When participants were given feedback in Experiment 2, both middle-aged and older adults benefited from repeated testing. We suggest that for face-name pairs, feedback may be particularly important for individuals who have relatively poor memory to produce benefits from repeated testing.
摘要
我们比较了在健康的中年和老年人中，通过反复测试和反复学习来提示回忆不熟悉的人脸-名配对的效果。我们扩展了 Karpicke 和 Roediger（2008）的范式，以比较在正确回忆一次人脸-名对之后，反复学习与反复测试的效果。实验 1 的结果没有提供获取阶段的反馈，产生了一个交叉互动：中年成年人表现出了反复测试的预期收益，而老年人则表现出了反复学习的收益。当参与者在实验 2 中获得反馈时，中年和老年成年人都从反复测试中受益。我们认为，对于人脸-名配对，反馈对于记忆相对较差的个体来说可能特别重要，以从反复测试中获得收益。
相似文献
1
The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adults.重复测试对健康老年人面孔-姓名配对学习的益处和成本。
Psychol Aging. 2010 Dec;25(4):833-45. doi: 10.1037/a0019933.
2
Leveraging older adults' susceptibility to distraction to improve memory for face-name associations.利用老年人易分心的特点来改善面孔-名字关联记忆。
Psychol Aging. 2018 Feb;33(1):158-164. doi: 10.1037/pag0000192.
3
Delaying feedback by three seconds benefits retention of face-name pairs: the role of active anticipatory processing.延迟反馈三秒钟有利于对面名对的保持：主动预测加工的作用。
Mem Cognit. 2011 Oct;39(7):1211-21. doi: 10.3758/s13421-011-0092-1.
4
False feedback and beliefs influence name recall in younger and older adults.错误反馈和信念会影响年轻人和老年人对名字的回忆。
Memory. 2017 Sep;25(8):1072-1088. doi: 10.1080/09658211.2016.1260746. Epub 2016 Nov 25.
5
Effects of aging on hippocampal and anterior temporal activations during successful retrieval of memory for face-name associations.年龄对成功回忆面孔-名字联想记忆时海马和前颞叶激活的影响。
J Cogn Neurosci. 2011 Jan;23(1):200-13. doi: 10.1162/jocn.2010.21476.
6
An Incidental Learning Method to Improve Face-Name Memory in Older Adults With Amnestic Mild Cognitive Impairment.一种改善遗忘型轻度认知障碍老年人面孔-姓名记忆的随机学习方法。
J Int Neuropsychol Soc. 2020 Oct;26(9):851-859. doi: 10.1017/S1355617720000429. Epub 2020 May 22.
7
Older adults' name-face association learning is facilitated for names with high-frequency first syllables.老年人的名字-面孔联想学习更容易掌握高频首音节的名字。
Br J Dev Psychol. 2024 Jun;42(2):177-186. doi: 10.1111/bjdp.12474. Epub 2024 Jan 21.
8
The Critical Importance of Retrieval--and Spacing--for Learning.检索和间隔在学习中的重要性
Psychol Sci. 2016 Feb;27(2):223-30. doi: 10.1177/0956797615617778. Epub 2015 Dec 16.
9
Recognition memory measures yield disproportionate effects of aging on learning face-name associations.识别记忆测量结果显示，衰老对学习面孔与名字关联的影响不成比例。
Psychol Aging. 2008 Sep;23(3):657-64. doi: 10.1037/a0013008.
10
Maximizing the benefits and minimizing the costs of repeated memory tests for older adults.最大化老年人重复记忆测试的益处并最小化其成本。
Psychol Aging. 2008 Jun;23(2):250-62. doi: 10.1037/0882-7974.23.2.250.
引用本文的文献
1
Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory.难度会调节学习吗？对合意困难框架和认知负荷理论的比较分析。
Q J Exp Psychol (Hove). 2024 Dec 24;78(10):17470218241308143. doi: 10.1177/17470218241308143.
2
A working memory dependent dual process model of the testing effect.一种基于工作记忆的测试效应双过程模型。
NPJ Sci Learn. 2024 Sep 9;9(1):56. doi: 10.1038/s41539-024-00268-0.
3
Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect.测试体验、直接指导及其组合促进对测试效应的准确认知。
J Intell. 2023 Jul 21;11(7):147. doi: 10.3390/jintelligence11070147.
4
The testing effect for visual materials depends on preexisting knowledge.视觉材料的测试效应取决于已有知识。
J Exp Psychol Learn Mem Cogn. 2023 Oct;49(10):1557-1571. doi: 10.1037/xlm0001248. Epub 2023 Jun 8.
5
Retrieval practice is costly and is beneficial only when working memory capacity is abundant.检索练习成本高昂，且只有在工作记忆容量充足时才有益。
NPJ Sci Learn. 2023 Mar 31;8(1):8. doi: 10.1038/s41539-023-00159-w.
6
Evidence for the role of affective theory of mind in face-name associative memory.情感理论思维在面孔-名字联想记忆中的作用的证据。
Neuropsychol Dev Cogn B Aging Neuropsychol Cogn. 2024 May;31(3):417-437. doi: 10.1080/13825585.2023.2194607. Epub 2023 Mar 31.
7
Retrieval practice may not benefit mathematical word-problem solving.检索练习可能对解决数学文字问题没有帮助。
Front Psychol. 2023 Feb 20;14:1093653. doi: 10.3389/fpsyg.2023.1093653. eCollection 2023.
8
Retrieval Practice Improves Recollection-Based Memory Over a Seven-Day Period in Younger and Older Adults.检索练习在七天时间内改善了年轻人和老年人基于回忆的记忆。
Front Psychol. 2020 Jan 22;10:2997. doi: 10.3389/fpsyg.2019.02997. eCollection 2019.
9
Can the Testing Effect for General Knowledge Facts Be Influenced by Distraction due to Divided Attention or Experimentally Induced Anxious Mood?一般知识事实的测试效应会受到因注意力分散或实验诱发的焦虑情绪导致的干扰影响吗？
Front Psychol. 2019 May 3;10:969. doi: 10.3389/fpsyg.2019.00969. eCollection 2019.
10
Retrieval practice as a learning strategy for individuals with Down syndrome A preliminary study.检索练习作为唐氏综合征患者的一种学习策略：一项初步研究。
Dement Neuropsychol. 2019 Jan-Mar;13(1):104-110. doi: 10.1590/1980-57642018dn13-010012.
本文引用的文献
1
The Power of Testing Memory: Basic Research and Implications for Educational Practice.测试记忆的力量：基础研究及其对教育实践的启示。
Perspect Psychol Sci. 2006 Sep;1(3):181-210. doi: 10.1111/j.1745-6916.2006.00012.x.
2
Errorless learning and elaborative self-generation in healthy older adults and individuals with amnestic mild cognitive impairment: mnemonic benefits and mechanisms.健康老年人和遗忘型轻度认知障碍个体中的无错误学习与精细自我生成：记忆益处与机制
J Int Neuropsychol Soc. 2009 Sep;15(5):704-16. doi: 10.1017/S1355617709990270. Epub 2009 Jul 27.
3
Metacognitive strategies in student learning: do students practise retrieval when they study on their own?学生学习中的元认知策略：学生自主学习时会进行检索练习吗？
Memory. 2009 May;17(4):471-9. doi: 10.1080/09658210802647009.
4
Retrieval opportunities while multitasking improve name recall.多任务处理时的检索机会能提高名字回忆能力。
Memory. 2008 Nov;16(8):896-909. doi: 10.1080/09658210802360611. Epub 2008 Sep 27.
5
Recognition memory measures yield disproportionate effects of aging on learning face-name associations.识别记忆测量结果显示，衰老对学习面孔与名字关联的影响不成比例。
Psychol Aging. 2008 Sep;23(3):657-64. doi: 10.1037/a0013008.
6
Adult age differences in memory for name-face associations: The effects of intentional and incidental learning.成年人在姓名-面孔联想记忆方面的年龄差异：有意学习和附带学习的影响。
Memory. 2009 Feb;17(2):220-32. doi: 10.1080/09658210802222183.
7
Correcting a metacognitive error: feedback increases retention of low-confidence correct responses.纠正元认知错误：反馈可提高低信心正确回答的记忆保持率。
J Exp Psychol Learn Mem Cogn. 2008 Jul;34(4):918-28. doi: 10.1037/0278-7393.34.4.918.
8
The critical importance of retrieval for learning.检索对学习的至关重要性。
Science. 2008 Feb 15;319(5865):966-8. doi: 10.1126/science.1152408.
9
Memory prediction accuracy in younger and older adults: a cross-sectional and longitudinal analysis.年轻人和老年人的记忆预测准确性：一项横断面和纵向分析。
Neuropsychol Dev Cogn B Aging Neuropsychol Cogn. 2008 Jan;15(1):68-94. doi: 10.1080/13825580701626936.
10
The promise and perils of self-regulated study.自主学习的前景与风险。
Psychon Bull Rev. 2007 Apr;14(2):219-24. doi: 10.3758/bf03194055.
Zotero 插件