Vaughn Kalif E, Hausman Hannah, Kornell Nate
a Department of Psychology , Williams College , Williamstown , MA , USA.
b Department of Psychology , Colorado State University , Fort Collins , CO , USA.
Memory. 2017 Mar;25(3):298-316. doi: 10.1080/09658211.2016.1170152. Epub 2016 Apr 14.
Attempting to retrieve information from memory is an engaging cognitive activity. We predicted that people would learn more when they had spent more time attempting to retrieve. In experiments 1a and 1b, participants were shown trivia questions for 0, 5, 10, or 30 seconds and then the answer was revealed. They took a final test immediately or after 48 hours. Retrieval enhanced learning, but the length of the retrieval attempt had no effect (i.e., final test performance was equivalent in the 5-, 10-, and 30-second conditions and worse in the 0-second condition). During the initial retrieval attempt, more time did increase recall, suggesting that participants continued to engage in productive retrieval activities when given more time. Showing the answer for longer (7 versus 2 seconds) increased learning in Experiments 2a and 2b. Experiment 3 examined the effect of retrieval success and Experiment 4 replicated the results using different materials. These results have direct implications for current theories of retrieval.
尝试从记忆中检索信息是一项引人入胜的认知活动。我们预测，当人们花费更多时间尝试检索时，他们会学到更多东西。在实验1a和1b中，向参与者展示琐事问题0、5、10或30秒，然后揭示答案。他们立即或在48小时后进行最终测试。检索增强了学习效果，但检索尝试的时长没有影响（即，在5秒、10秒和30秒的条件下最终测试成绩相当，在0秒的条件下更差）。在最初的检索尝试中，更多时间确实会增加回忆，这表明当给参与者更多时间时，他们会继续进行有效的检索活动。在实验2a和2b中，更长时间地展示答案（7秒与2秒）增加了学习效果。实验3考察了检索成功的影响，实验4使用不同材料重复了这些结果。这些结果对当前的检索理论有直接影响。
