Coyne Julia H, Borg Jacquelyn M, DeLuca John, Glass Leslie, Sumowski James F
Kessler Foundation, West Orange, NJ; Children's Specialized Hospital, Mountainside, NJ; Department of Physical Medicine and Rehabilitation, New Jersey Medical School, Rutgers University, Newark, NJ.
Children's Specialized Hospital, Mountainside, NJ.
Arch Phys Med Rehabil. 2015 Apr;96(4):742-5. doi: 10.1016/j.apmr.2014.09.022. Epub 2014 Oct 13.
To investigate whether retrieval practice (RP) is a more effective memory strategy than restudy in children and adolescents with traumatic brain injury (TBI).
Three × two within-subjects experiment: 3 (learning condition: massed restudy [MR], spaced restudy [SR], retrieval practice [RP]) × 2 (stimulus type: verbal paired associates [VPAs] and face-name pairs [FNPs]). The dependent measure was delayed recall of VPAs and FNPs.
Subacute pediatric neurorehabilitation center.
Pediatric survivors of TBI (N=15) aged 8 to 16 years with below-average memory.
During RP, participants were quizzed on to-be-learned information (VPAs and FNPs) shortly after it was presented, such that they practiced retrieval during the learning phase. MR consisted of repeated restudy (tantamount to cramming). SR consisted of restudy trials separated in time (ie, distributed learning).
Delayed recall of 24 VPAs and 24 FNPs after a 25-minute delay. VPAs and FNPs were equally divided across 3 learning conditions (16 per condition).
There was a large main effect of learning condition on delayed recall (P<.001; ηp(2)=.84), with better mean recall of VPAs and FNPs studied through RP (6.23±1.39) relative to MR (3.60±1.53; P<.001) and SR (4.77±1.39; P<.001). Moreover, RP was the single best learning strategy for every participant.
Memory problems and related academic learning difficulties are common after pediatric TBI. Herein, we identify RP as a promising and simple strategy to support learning and improve memory in children and adolescents with TBI. Our experimental findings were quite robust and set the stage for subsequent randomized controlled trials of RP in pediatric TBI.
探讨在创伤性脑损伤（TBI）的儿童和青少年中，检索练习（RP）是否是比重新学习更有效的记忆策略。
三因素×二因素被试内实验：3（学习条件：集中重新学习[MR]、间隔重新学习[SR]、检索练习[RP]）×2（刺激类型：言语配对联想[VPA]和面孔-名字对[FNP]）。因变量是VPA和FNP的延迟回忆。
亚急性儿科神经康复中心。
8至16岁、记忆能力低于平均水平的TBI儿科幸存者（N = 15）。
在RP期间，参与者在呈现待学习信息（VPA和FNP）后不久就接受关于这些信息的测验，以便他们在学习阶段练习检索。MR包括重复重新学习（等同于死记硬背）。SR包括在时间上分开的重新学习试验（即分散学习）。
延迟25分钟后对24个VPA和24个FNP的延迟回忆。VPA和FNP在3种学习条件下平均分配（每种条件16个）。
学习条件对延迟回忆有很大的主效应（P <.001；ηp(2)=.84），相对于MR（3.60±1.53；P <.001）和SR（4.77±1.39；P <.001），通过RP学习的VPA和FNP的平均回忆更好（6.23±1.39）。此外，RP对每个参与者来说都是单一最佳学习策略。
儿科TBI后记忆问题和相关的学业学习困难很常见。在此，我们确定RP是一种有前景且简单的策略，可支持TBI儿童和青少年的学习并改善记忆。我们的实验结果相当可靠，为后续关于RP在儿科TBI中的随机对照试验奠定了基础。
