Department of Psychology & Neuroscience, Duke University, Box 90086, 417 Chapel Drive, Duke University, Durham, NC 27708. United States; Center for Cognitive Neuroscience, Duke University, Box 90999, B203 Levine Science Research Center, Durham, NC 27708. United States.
Neuropsychologia. 2013 Oct;51(12):2360-70. doi: 10.1016/j.neuropsychologia.2013.04.004. Epub 2013 Apr 19.
Restudying material is a common method for learning new information, but not necessarily an effective one. Research on the testing effect shows that practice involving retrieval from memory can facilitate later memory in contrast to passive restudy. Despite extensive behavioral work, the brain processes that make retrieval an effective learning strategy remain unclear. In the present experiment, we explored how initially retrieving items affected memory a day later as compared to a condition involving traditional restudy. In contrast to restudy, initial testing that contributed to future memory success was associated with engagement of several regions including the anterior hippocampus, lateral temporal cortices, and medial prefrontal cortex (PFC). Additionally, testing enhanced hippocampal connectivity with ventrolateral PFC and midline regions. These findings indicate that the testing effect may be contingent on processes that are typically thought to support memory success at encoding (e.g. relational binding, selection and elaboration of semantically-related information) in addition to those more often associated with retrieval (e.g. memory search).
重新学习材料是学习新信息的常用方法，但不一定是有效的方法。测试效应的研究表明，与被动复习相比，从记忆中提取的练习可以促进以后的记忆。尽管有广泛的行为研究，但使检索成为有效学习策略的大脑过程仍不清楚。在本实验中，我们探讨了与传统复习相比，最初检索项目如何在一天后影响记忆。与复习相比，有助于未来记忆成功的初始测试与包括前海马体、外侧颞叶皮层和内侧前额叶皮层（PFC）在内的几个区域的参与有关。此外，测试增强了海马体与腹外侧 PFC 和中线区域的连接。这些发现表明，测试效应可能取决于通常被认为有助于编码时记忆成功的过程（例如关系绑定、语义相关信息的选择和详细阐述），而不仅仅是与检索更相关的过程（例如记忆搜索）。
