Tempel Tobias, Kubik Veit
a Fachbereich I - Psychologie , University of Trier , Trier , Germany.
b Department of Psychology , Stockholm University , Stockholm , Sweden.
Memory. 2017 Mar;25(3):326-334. doi: 10.1080/09658211.2016.1171880. Epub 2016 Apr 21.
We investigated effects of retrieving body movements from memory on subsequent re-encoding of these movements (i.e., test-potentiated learning). In Experiment 1, participants first learned to perform 12 sequential finger movements as responses to letter stimuli. Eight of these movements then had to be recalled in response to their stimuli (initial test). Subsequently, learning trials were repeated for four of the previously to-be-retrieved movements as well as the previously not-to-be-retrieved movements. Restudy benefited from prior retrieval. In a final test, again requiring motoric recall in response to letter stimuli, performance was better for restudied items that were previously cued for retrieval as compared to items that had been restudied without prior retrieval. However, no such indirect testing benefit occurred when initial and final testing formats were incongruent, that is, when participants had to recall the stimuli in response to movements as cues at the final test. In Experiment 2, we replicated the finding of test-potentiated learning with a different design, manipulating initial-testing status between participants.
我们研究了从记忆中提取身体动作对这些动作随后重新编码的影响（即测试增强学习）。在实验1中，参与者首先学习执行12个连续的手指动作作为对字母刺激的反应。然后，其中8个动作必须根据其刺激进行回忆（初始测试）。随后，对之前要回忆的4个动作以及之前不回忆的动作重复进行学习试验。重新学习受益于先前的回忆。在最终测试中，同样要求根据字母刺激进行运动回忆，与之前未进行回忆就重新学习的项目相比，之前被提示进行回忆的重新学习项目的表现更好。然而，当初始测试和最终测试形式不一致时，即当参与者在最终测试中必须根据动作作为线索回忆刺激时，没有出现这种间接测试益处。在实验2中，我们用不同的设计重复了测试增强学习的发现，在参与者之间操纵初始测试状态。
