Department of Psychology, University of California, Los Angeles, CA 90095-1563, USA.
J Exp Psychol Learn Mem Cogn. 2011 Sep;37(5):1113-24. doi: 10.1037/a0023549.
Research on how individuals monitor their level of comprehension during study paints a picture of learners as being insensitive to many of the factors or conditions of learning that can enhance long-term retention and transfer. In previous research, however, deWinstanley and Bjork (2004) demonstrated that learners--if made sensitive to the memorial benefits of generation in the context of an informative test following study of a text passage in which they had encoded both to-be-read and to-be-generated critical items--then became more effective processors of future to-be-read information presented in a 2nd text passage. In Experiments 1 and 2 of the present research, we explored the potential applicability of this effect by testing whether it could survive certain types of activity-filled delays. In Experiments 3 and 4, we tested whether enhanced processing of contextual information, an encoding strategy that could possibly have been discovered by participants during the testing episode for the 1st text passage, was a potential underlying cause of this effect. Together, our results bring to light an additional benefit of test taking and point to what might be considered necessary and sufficient conditions for leading learners to become more effective processors of future to-be-learned information.
研究个体在学习过程中如何监控自己的理解水平，描绘出学习者对许多学习因素或条件不敏感的画面，这些因素或条件可以增强长期保留和迁移。然而，在之前的研究中，deWinstanley 和 Bjork（2004）表明，如果学习者在学习完一段文本后，在一个信息丰富的测试后，对生成的记忆益处变得敏感，那么他们在处理未来呈现的第 2 段文本中的待读信息时，就会成为更有效的信息处理者。在本研究的实验 1 和实验 2 中，我们通过测试这种效果是否能在某些类型的活动填充延迟中存活下来，来探索这种效果的潜在适用性。在实验 3 和实验 4 中，我们测试了增强对上下文信息的处理，这种编码策略可能是参与者在第 1 段文本的测试片段中发现的，是否是这种效果的潜在潜在原因。总的来说，我们的结果揭示了考试的另一个好处，并指出了让学习者成为未来待学习信息更有效处理者的必要和充分条件。
