Pu Xiaoping, Tse Chi-Shing
Department of Educational Psychology, The Chinese University of Hong Kong, New Territories, Hong Kong, China.
Cogn Process. 2014 Feb;15(1):55-64. doi: 10.1007/s10339-013-0580-2. Epub 2013 Oct 6.
A testing effect occurs when taking a test leads to more durable memory for tested materials, relative to restudying them during the same period of time. In the current study, we examined whether incidental and intentional restudy/testing practice modes during a practice phase would modulate the contribution of recollection-based and familiarity-based retrieval in a final recognition test. Both practice strategy (restudy versus testing) and practice mode (incidental vs. intentional) were manipulated between participants (N = 160). The restudy and testing groups performed a semantic rating task and a word fragment completion task, respectively, in the incidental condition or in the intentional condition. Only those participants in the intentional condition were instructed to recall or restudy the targets. All participants went through two study-practice cycles that involved two different sets of targets. After the second cycle, participants performed a list-discrimination recognition test that could assess the contributions of recollection-based and familiarity-based retrieval on test-enhanced learning. The testing effect occurred in the intentional condition, but not in the incidental condition. Relative to intentional restudy, intentional testing boosted recollection, but not familiarity, demonstrating the role of recollection in test-enhanced learning.
当进行测试相对于在同一时间段内重新学习测试材料能带来更持久的记忆时，就会产生测试效应。在当前研究中，我们考察了在练习阶段的附带性和意向性重新学习/测试练习模式是否会调节最终识别测试中基于回忆和基于熟悉性的检索的作用。练习策略（重新学习与测试）和练习模式（附带性与意向性）均在参与者之间进行操纵（N = 160）。重新学习组和测试组分别在附带性条件或意向性条件下执行语义评级任务和单词片段完成任务。只有意向性条件下的参与者被指示回忆或重新学习目标。所有参与者都经历了两个学习 - 练习循环，涉及两组不同的目标。在第二个循环之后，参与者进行了一项列表辨别识别测试，该测试可以评估基于回忆和基于熟悉性的检索对测试增强学习的作用。测试效应在意向性条件下出现，但在附带性条件下未出现。相对于意向性重新学习，意向性测试增强了回忆，但没有增强熟悉性，这表明回忆在测试增强学习中的作用。
