Department of Psychology, Washington University in St. Louis, MO, USA.
J Exp Psychol Learn Mem Cogn. 2010 Sep;36(5):1118-33. doi: 10.1037/a0019902.
The present research investigated whether test-enhanced learning can be used to promote transfer. More specifically, 4 experiments examined how repeated testing and repeated studying affected retention and transfer of facts and concepts. Subjects studied prose passages and then either repeatedly restudied or took tests on the material. One week later, they took a final test that had either the same questions (Experiment 1a), new inferential questions within the same knowledge domain (Experiments 1b and 2), or new inferential questions from different knowledge domains (Experiment 3). Repeated testing produced superior retention and transfer on the final test relative to repeated studying. This finding indicates that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts.
本研究旨在探讨测试增强型学习是否可用于促进迁移。更具体地说，4 项实验研究了重复测试和重复学习如何影响事实和概念的保持和迁移。被试学习散文段落，然后重复学习或对材料进行测试。一周后，他们参加了最终测试，测试内容包括相同的问题（实验 1a）、同一知识领域的新推理问题（实验 1b 和 2）或不同知识领域的新推理问题（实验 3）。与重复学习相比，重复测试在最终测试中产生了更好的保留和迁移效果。这一发现表明，测试增强型学习的助忆效益不仅限于保留初始学习中测试的特定反应，而是扩展到各种情境下的知识迁移。
