Tullis Jonathan G, Goldstone Robert L
Department of Educational Psychology, University of Arizona, 1430 E 2nd Street, Tucson, AZ 85721 USA.
Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN USA.
Cogn Res Princ Implic. 2016;1(1):20. doi: 10.1186/s41235-016-0028-1. Epub 2016 Dec 12.
Comparison and reminding have both been shown to support learning and transfer. Comparison is thought to support transfer because it allows learners to disregard non-matching features of superficially different episodes in order to abstract the essential structure of concepts. Remindings promote memory for the individual episodes and generalization because they prompt learners to retrieve earlier episodes during the encoding of later related episodes and to compare across episodes. Across three experiments, we compared the consequences of comparison and reminding on memory and transfer. Participants studied a sequence of related, but superficially different, proverb pairs. In the comparison condition, participants saw proverb pairs presented together and compared their meaning. In the reminding condition, participants viewed proverbs one at a time and retrieved any prior studied proverb that shared the same deep meaning as the current proverb. Experiment 1 revealed that participants in the reminding condition recalled more proverbs than those in the comparison condition. Experiment 2 showed that the mnemonic benefits of reminding persisted over a one-week retention interval. Finally, in Experiment 3, we examined the ability of participants to generalize their remembered information to new items in a task that required participants to identify unstudied proverbs that shared the same meaning as studied proverbs. Comparison led to worse discrimination between proverbs related to studied proverbs and proverbs unrelated to studied proverbs than reminding. Reminding supported better memory for individual instances and transfer to new situations than comparison.
比较和提示都已被证明有助于学习和迁移。比较被认为有助于迁移，因为它能让学习者忽略表面不同的事例中不匹配的特征，从而抽象出概念的本质结构。提示能促进对单个事例的记忆和概括，因为它们促使学习者在编码后续相关事例时检索早期事例，并对不同事例进行比较。在三个实验中，我们比较了比较和提示对记忆和迁移的影响。参与者学习了一系列相关但表面不同的谚语对。在比较条件下，参与者同时看到谚语对并比较它们的含义。在提示条件下，参与者一次看一条谚语，并检索任何之前学习过的与当前谚语有相同深层含义的谚语。实验1表明，提示条件下的参与者比比较条件下的参与者回忆起更多的谚语。实验2表明，提示的记忆优势在一周的保留期内持续存在。最后，在实验3中，我们考察了参与者在一项任务中将记忆信息推广到新项目的能力，该任务要求参与者识别与已学谚语含义相同但未学过的谚语。与提示相比，比较导致区分与已学谚语相关的谚语和与已学谚语无关的谚语的能力更差。与比较相比，提示对单个事例的记忆和向新情境的迁移支持得更好。
