Kang Sean H K, Lindsey Robert V, Mozer Michael C, Pashler Harold
Department of Psychology, University of California, San Diego, La Jolla, CA, USA,
Psychon Bull Rev. 2014 Dec;21(6):1544-50. doi: 10.3758/s13423-014-0636-z.
If multiple opportunities are available to review to-be-learned material, should a review occur soon after initial study and recur at progressively expanding intervals, or should the reviews occur at equal intervals? Landauer and Bjork (1978) argued for the superiority of expanding intervals, whereas more recent research has often failed to find any advantage. However, these prior studies have generally compared expanding versus equal-interval training within a single session, and have assessed effects only upon a single final test. We argue that a more generally important goal would be to maintain high average performance over a considerable period of training. For the learning of foreign vocabulary spread over four weeks, we found that expanding retrieval practice (i.e., sessions separated by increasing numbers of days) produced recall equivalent to that from equal-interval practice on a final test given eight weeks after training. However, the expanding schedule yielded much higher average recallability over the whole training period.
如果有多次机会复习即将学习的材料，复习应该在初次学习后不久就进行，并以逐渐延长的间隔重复进行，还是应该以相等的间隔进行？兰道尔和比约克（1978年）认为延长间隔更具优势，而最近的研究往往未能发现任何优势。然而，这些先前的研究通常是在单一课程中比较延长间隔与等间隔训练，并仅在单次最终测试中评估效果。我们认为，一个更普遍重要的目标是在相当长的训练期间保持较高的平均表现。对于在四周内分散学习的外语词汇，我们发现延长检索练习（即间隔天数增加的课程）在训练八周后进行的最终测试中产生的回忆效果与等间隔练习相当。然而，延长计划在整个训练期间产生了更高的平均回忆率。
