Schwoebel John, Depperman Acasia K, Scott Jessica L
a Department of Psychology , Utica College , Utica , NY , USA.
Memory. 2018 Oct;26(9):1291-1296. doi: 10.1080/09658211.2018.1464190. Epub 2018 Apr 12.
Spaced retrieval practice results in better long-term retention than massed retrieval practice. The episodic context account of this effect suggests that updated representations of the more distinct temporal contexts associated with spaced retrievals facilitate later recall. We examined whether environmental context, in addition to temporal context, may also play a role in retrieval-based learning. Participants studied and then attempted to retrieve the English translations of Swahili words during four acquisition blocks of trials. They were then randomly assigned to practice retrieving items three more times in one of the following conditions: massed practice with the same environmental context scene; massed practice with different environmental context scenes; spaced practice with the same environmental context scene; or spaced practice with different environmental context scenes. After a one-week delay, measures of recall, forgetting, and the joint probabilities between study session recall and final recall performance all indicated enhanced retention for both the spaced and different environmental context conditions. Indeed, after retrieving items in the study session, forgetting them during final recall was 371% more likely in the same context than in the different context conditions. These findings redefine and refine previous accounts of the episodic context model of retrieval-based learning.
间隔检索练习比集中检索练习能带来更好的长期记忆效果。这种效应的情景背景理论认为，与间隔检索相关的更独特的时间背景的更新表征有助于后期回忆。我们研究了除时间背景外，环境背景是否也可能在基于检索的学习中发挥作用。参与者在四个试验获取阶段学习斯瓦希里语单词，然后尝试回忆其英文翻译。随后，他们被随机分配到以下一种条件下再进行三次检索练习：在相同环境背景场景下的集中练习；在不同环境背景场景下的集中练习；在相同环境背景场景下的间隔练习；或在不同环境背景场景下的间隔练习。经过一周的延迟后，回忆、遗忘以及学习阶段回忆与最终回忆表现之间的联合概率测量结果均表明，间隔练习和不同环境背景条件下的记忆保持能力均有所增强。事实上，在学习阶段检索项目后，最终回忆时在相同背景下遗忘这些项目的可能性比在不同背景条件下高出371%。这些发现重新定义并完善了先前关于基于检索的学习的情景背景模型的解释。
