de Jonge Mario, Tabbers Huib K
Department of Psychology, Erasmus University Rotterdam, The Netherlands.
Exp Psychol. 2013;60(3):206-12. doi: 10.1027/1618-3169/a000189.
In the present study we investigated the effect of repeated testing on item selection, retention, and delayed relearning of paired associates. Participants learned both related (easy) and unrelated (difficult) word pairs under conditions of repeated study and repeated testing. A retention test was given after both a 5-min and a 1-week interval. Following the 1-week retention test, participants received a relearning task. During the initial learning phase of the experiment, more related word pairs were successfully recalled on the practice tests compared to unrelated word pairs. Also, long-term retention benefits were found for items that were repeatedly tested compared to items that were repeatedly studied, regardless of item difficulty. The results suggest that the testing benefit following conditions of repeated testing cannot be attributed to mere item selection. Secondly, we found that delayed relearning was faster for previously restudied items compared to previously tested items. However, at the end of the relearning phase, repeated study and repeated testing 1 week prior to relearning resulted in comparable levels of recall performance. The results suggest that repeated testing can enhance delayed recall performance with little additional cost in terms of delayed relearning.
在本研究中，我们调查了重复测试对配对联想学习中项目选择、记忆保持和延迟再学习的影响。参与者在重复学习和重复测试的条件下学习相关（容易）和不相关（困难）的单词对。在5分钟和1周的间隔后分别进行一次记忆保持测试。在1周的记忆保持测试之后，参与者接受一项再学习任务。在实验的初始学习阶段，与不相关的单词对相比，更多的相关单词对在练习测试中被成功回忆起来。此外，无论项目难度如何，与重复学习的项目相比，重复测试的项目在长期记忆保持方面更具优势。结果表明，重复测试后的测试优势不能仅仅归因于项目选择。其次，我们发现，与之前测试过的项目相比，之前重新学习过的项目的延迟再学习速度更快。然而，在再学习阶段结束时，再学习前1周的重复学习和重复测试导致了相当的回忆表现水平。结果表明，重复测试可以提高延迟回忆表现，且在延迟再学习方面几乎没有额外成本。
