Verkoeijen Peter P J L, Tabbers Huib K, Verhage Marije L
Department of Psychology, Erasmus University Rotterdam, The Netherlands.
Exp Psychol. 2011;58(6):490-8. doi: 10.1027/1618-3169/a000117.
Recently, Chan and McDermott (2007) found that relative to studying words once, taking an initial test increased recollection, whereas it did not affect familiarity. However, an open question remains what the effect is of testing on recollection and familiarity relative to restudying. We conducted four experiments to address this question. Experiment 1 was a replication of Chan and McDermott's third experiment. In Experiment 2, restudied words were compared with tested words. In Experiment 3 we replicated Experiment 2 with the exception that feedback was provided after each initial-test trial. Finally, in Experiment 4, stronger cues were used during the initial test without feedback. The results showed a recollection advantage of testing over restudying, but only when feedback was given during the test or when stronger cues were employed. Further, recognition decisions were more familiarity based for restudied words than for tested words.
最近，陈和麦克德莫特（2007年）发现，与只学习一次单词相比，进行一次初始测试能提高回忆效果，而对熟悉度没有影响。然而，一个悬而未决的问题是，相对于重新学习，测试对回忆和熟悉度的影响是什么。我们进行了四项实验来解决这个问题。实验1是对陈和麦克德莫特第三个实验的复制。在实验2中，将重新学习的单词与经过测试的单词进行了比较。在实验3中，我们重复了实验2，不同之处在于在每次初始测试后提供反馈。最后，在实验4中，在初始测试期间使用了更强的线索且没有反馈。结果表明，测试相对于重新学习具有回忆优势，但前提是在测试期间给予反馈或使用更强的线索。此外，对于重新学习的单词，识别决策比经过测试的单词更基于熟悉度。
