Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, Georgia; and.
Department of Health and Kinesiology, Georgia Southern University, Statesboro, Georgia
Adv Physiol Educ. 2016 Sep;40(3):329-34. doi: 10.1152/advan.00157.2015.
A testing-based learning strategy is one that relies on the act of recalling (i.e., testing) information after exposure, and interleaving is a strategy in which the learning materials are presented in a serial order (e.g., texts 1, 2, 3, 1, 2, 3, 1, 2, 3) versus a blocked order (e.g., texts 1, 1, 1, 2, 2, 2, 3, 3, 3). Although both learning strategies have been thoroughly investigated, few studies have examined their additive effect with higher-order cognitive tasks such as the ability to identify themes across multiple texts, and none of those did so using physiology information. The purpose of the present study was to compare recall and thematic processing across five different physiology texts. Participants were randomly assigned to learn the texts using one of the following four learning strategies: 1) study-study-study (S-S-S) using a blocked order, 2) S-S-S using an interleaved order, 3) study-test-study (S-T-S) using a blocked order, and 4) S-T-S using an interleaved order. Over the course of the following week, the S-T-S groups had more stable recall of key text ideas compared with the S-S-S groups, and the S-T-S group had more stable recall of thematic information than the S-S-S group when interleaving was used as the presentation order.
基于测试的学习策略是一种在暴露后依靠回忆（即测试）信息的策略，而交错是一种学习材料以串行顺序（例如，文本 1、2、3、1、2、3、1、2、3）呈现的策略，而不是以块顺序（例如，文本 1、1、1、2、2、2、3、3、3）呈现的策略。虽然这两种学习策略都得到了深入研究，但很少有研究检查它们与高级认知任务（例如，识别多个文本主题的能力）的附加效果，而且没有一项研究使用生理学信息。本研究的目的是比较五种不同生理学文本的回忆和主题处理。参与者被随机分配使用以下四种学习策略之一来学习文本：1）使用块顺序的学习-学习-学习（S-S-S），2）使用交错顺序的 S-S-S，3）使用块顺序的学习-测试-学习（S-T-S），以及 4）使用交错顺序的 S-T-S。在接下来的一周内，与 S-S-S 组相比，S-T-S 组对关键文本思想的回忆更稳定，当使用交错作为呈现顺序时，S-T-S 组对主题信息的回忆比 S-S-S 组更稳定。
