Ariel Robert, Karpicke Jeffrey D
Department of Psychological Sciences, Purdue University.
J Exp Psychol Appl. 2018 Mar;24(1):43-56. doi: 10.1037/xap0000133. Epub 2017 Jun 12.
Repeated retrieval practice is a powerful learning tool for promoting long-term retention, but students use this tool ineffectively when regulating their learning. The current experiments evaluated the efficacy of a minimal intervention aimed at improving students' self-regulated use of repeated retrieval practice. Across 2 experiments, students made decisions about when to study, engage in retrieval practice, or stop learning a set of foreign language word pairs. Some students received direct instruction about how to use repeated retrieval practice. These instructions emphasized the mnemonic benefits of retrieval practice over a less effective strategy (restudying) and told students how to use repeated retrieval practice to maximize their performance-specifically, that they should recall a translation correctly 3 times during learning. This minimal intervention promoted more effective self-regulated use of retrieval practice and better retention of the translations compared to a control group that received no instruction. Students who experienced this intervention also showed potential for long-term changes in self-regulated learning: They spontaneously used repeated retrieval practice 1 week later to learn new materials. These results provide a promising first step for developing guidelines for teaching students how to regulate their learning more effectively using repeated retrieval practice. (PsycINFO Database Record
重复检索练习是促进长期记忆的一种强大学习工具，但学生在自我调节学习时对该工具的使用效率不高。当前的实验评估了一种旨在改善学生对重复检索练习的自我调节使用的最小干预措施的效果。在两项实验中，学生要决定何时学习、进行检索练习或停止学习一组外语单词对。一些学生接受了关于如何使用重复检索练习的直接指导。这些指导强调了检索练习相对于效果较差的策略（重新学习）在记忆方面的优势，并告诉学生如何使用重复检索练习来最大化他们的表现——具体来说，他们应该在学习过程中正确回忆翻译3次。与未接受指导的对照组相比，这种最小干预促进了对检索练习更有效的自我调节使用以及对翻译更好的记忆。经历这种干预的学生在自我调节学习方面也显示出长期变化的潜力：他们在一周后自发地使用重复检索练习来学习新材料。这些结果为制定指导方针迈出了有前景的第一步，该指导方针旨在教导学生如何使用重复检索练习更有效地自我调节学习。（《心理学文摘数据库记录》 ）
