Department of Psychology, University of Illinois at Urbana-Champaign, 603 E. Daniel St., Champaign, IL, 61820, USA.
Psychon Bull Rev. 2018 Oct;25(5):1868-1876. doi: 10.3758/s13423-017-1366-9.
Retrieval practice has been shown to be a highly effective tool for enhancing memory, a fact that has led to major changes to educational practice and technology. However, when initial learning is poor, initial retrieval practice is unlikely to be successful and long-term benefits of retrieval practice are compromised or nonexistent. Here, we investigate the benefit of a scaffolded retrieval technique called diminishing-cues retrieval practice (Finley, Benjamin, Hays, Bjork, & Kornell, Journal of Memory and Language, 64, 289-298, 2011). Under learning conditions that favored a strong testing effect, diminishing cues and standard retrieval practice both enhanced memory performance relative to restudy. Critically, under learning conditions where standard retrieval practice was not helpful, diminishing cues enhanced memory performance substantially. These experiments demonstrate that diminishing-cues retrieval practice can widen the range of conditions under which testing can benefit memory, and so can serve as a model for the broader application of testing-based techniques for enhancing learning.
检索练习已被证明是增强记忆的一种非常有效的工具，这一事实导致了教育实践和技术的重大变革。然而，当初始学习较差时，初始检索练习不太可能成功，并且检索练习的长期益处受到损害或不存在。在这里，我们研究了一种名为逐渐减少提示的检索技术（Finley、Benjamin、Hays、Bjork 和 Kornell，《记忆与语言杂志》，64，289-298，2011）的益处。在有利于强测试效应的学习条件下，逐渐减少提示和标准检索练习都能提高记忆表现，相对于重新学习。至关重要的是，在标准检索练习没有帮助的学习条件下，逐渐减少提示大大提高了记忆表现。这些实验表明，逐渐减少提示的检索练习可以扩大测试有益于记忆的条件范围，因此可以作为更广泛应用基于测试的技术来增强学习的模型。
