Wiklund-Hörnqvist Carola, Jonsson Bert, Nyberg Lars
Department of Psychology, Umeå University, Sweden.
Scand J Psychol. 2014 Feb;55(1):10-6. doi: 10.1111/sjop.12093. Epub 2013 Dec 7.
The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology key-concepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system.
本研究的目的是探讨在教育背景下，与重新阅读心理学入门关键概念相比，有反馈的重复测试是否对学习有益。在本科生样本（n = 83）中，分别在练习后、18天后以及五周后延迟时检验测试效应。结果显示，与所有延迟时间下的重新阅读相比，有反馈的重复测试显著提高了学习效果，表明在短期和长期内，重复检索比重复编码更能增强记忆保持。此外，无论工作记忆容量如何，重复测试对学生都有好处。有人认为，教育系统应重视考虑采用涉及重复检索的教学方法。
