Washington University, St. Louis, Missouri, USA.
Mem Cognit. 2010 Dec;38(8):995-1008. doi: 10.3758/MC.38.8.995.
In two experiments with categorized lists, we asked whether the testing effect in free recall is related to enhancements in organizational processing. During a first phase in Experiment 1, subjects studied one list over eight consecutive trials, they studied another list six times while taking two interspersed recall tests, and they learned a third list in four alternating study and test trials. On a test 2 days later, recall was directly related to the number of tests and inversely related to the number of study trials. In addition, increased testing enhanced both the number of categories accessed and the number of items recalled from within those categories. One measure of organization also increased with the number of tests. In a second experiment, different groups of subjects studied a list either once or twice before a final criterial test, or they studied the list once and took an initial recall test before the final test. Prior testing again enhanced recall, relative to studying on the final test a day later, and also improved category clustering. The results suggest that the benefit of testing in free recall learning arises because testing creates retrieval schemas that guide recall.
在两个有分类列表的实验中，我们研究了自由回忆中的测试效应是否与组织加工的增强有关。在实验 1 的第一阶段，被试在连续八次试验中学习一个列表，在两次穿插的回忆测试中学习另一个列表六次，在四个交替的学习和测试试验中学习第三个列表。两天后的测试中，回忆与测试次数直接相关，与学习次数成反比。此外，增加测试不仅提高了所访问的类别数量，还提高了从这些类别中回忆的项目数量。组织的一个衡量标准也随着测试次数的增加而增加。在第二个实验中，不同组的被试在最后一个关键测试前要么只学习一次列表，要么学习两次，要么学习一次并在最后一次测试前进行初始回忆测试。与第二天在最后一次测试中学习相比，之前的测试再次增强了回忆，也提高了类别聚类。结果表明，测试在自由回忆学习中的益处是因为测试创建了指导回忆的检索图式。
