Department of Psychology, University of California-Santa Cruz.
J Exp Psychol Learn Mem Cogn. 2014 Jan;40(1):115-24. doi: 10.1037/a0034252. Epub 2013 Aug 26.
Tests, as learning events, are often more effective than are additional study opportunities, especially when recall is tested after a long retention interval. To what degree, though, do prior test or study events support subsequent study activities? We set out to test an implication of Bjork and Bjork's (1992) new theory of disuse-that, under some circumstances, prior study may facilitate subsequent study more than does prior testing. Participants learned English-Swahili translations and then underwent a practice phase during which some items were tested (without feedback) and other items were restudied. Although tested items were better recalled after a 1-week delay than were restudied items, this benefit did not persist after participants had the opportunity to study the items again via feedback. In fact, after this additional study opportunity, items that had been restudied earlier were better recalled than were items that had been tested earlier. These results suggest that measuring the memorial consequences of testing requires more than a single test of retention and, theoretically, a consideration of the differing status of initially recallable and nonrecallable items.
测试作为学习事件，通常比额外的学习机会更有效，尤其是在长时间的保留间隔后进行回忆测试时。然而，先前的测试或学习事件在多大程度上支持后续的学习活动呢？我们着手检验 Bjork 和 Bjork（1992）的遗忘新理论的一个含义，即在某些情况下，先前的学习可能比先前的测试更有利于后续的学习。参与者学习了英语-斯瓦希里语翻译，然后进行了一个练习阶段，在此期间，一些项目进行了测试（没有反馈），而其他项目则进行了重新学习。尽管在一周的延迟后，测试过的项目比重新学习过的项目更好地被回忆起来，但在参与者有机会通过反馈再次学习这些项目后，这种优势并没有持续下去。事实上，在有了这个额外的学习机会之后，早些时候重新学习过的项目比早些时候测试过的项目更好地被回忆起来。这些结果表明，衡量测试的记忆后果需要不仅仅是一次保留测试，而且从理论上考虑最初可回忆和不可回忆项目的不同状态。
