van Kesteren Marlieke Tina Renée, Krabbendam Lydia, Meeter Martijn
1Section of Education Sciences and LEARN! Research Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
2Section of Clinical and Developmental Neuropsychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
NPJ Sci Learn. 2018 Jun 25;3:11. doi: 10.1038/s41539-018-0027-8. eCollection 2018.
In everyday life and in education, we continuously build and structure our knowledge. Successful knowledge construction is suggested to happen through reactivation of previously learned information during new learning. This reactivation is presumed to lead to integration of old and new memories and strengthen long-term retention. Additionally, congruency with prior knowledge is shown to enhance subsequent memory. However, it is unknown how subjective reactivation and congruency jointly influence learning in an educational context. In two experiments, we investigated this question using an AB-AC inference paradigm where students were asked to first study an AB (word-picture) and then an AC-association (word-description). BC-associations were either congruent or incongruent and were linked by a common, unknown word (A). During AC-learning, participants were instructed to actively reactivate B (the picture) and report their subjective reactivation strength. Participants were first-year university students studying either psychology or family studies and the stimuli consisted of new information from their curricula. We expected that both reactivation and congruency would enhance subsequent associative memory for the inferred BC-association. This was assessed by cueing participants with C (the description) and asking to freely describe the associated picture. Results show a significant enhancement of both B-reactivation and congruency on associative memory scores in both experiments. Additionally, subjective meta-memory measures exhibited the same effect. These outcomes, showing beneficial effects of both reactivation and congruency on memory formation, can be of interest to educational practice, where effectively building knowledge through reactivation is imperative for success.
在日常生活和教育中，我们不断构建和组织自己的知识。成功的知识构建被认为是通过在新学习过程中重新激活先前学过的信息来实现的。这种重新激活被假定会导致新旧记忆的整合，并加强长期记忆。此外，与先前知识的一致性已被证明能增强后续记忆。然而，在教育背景下，主观重新激活和一致性如何共同影响学习尚不清楚。在两项实验中，我们使用AB-AC推理范式来研究这个问题，即要求学生先学习AB（单词-图片）关联，然后学习AC关联（单词-描述）。BC关联要么是一致的，要么是不一致的，并且通过一个共同的、未知的单词（A）联系起来。在学习AC的过程中，参与者被要求积极重新激活B（图片）并报告他们主观的重新激活强度。参与者是学习心理学或家庭研究的大学一年级学生，刺激材料由他们课程中的新信息组成。我们预期重新激活和一致性都会增强对推断出的BC关联的后续联想记忆。这是通过用C（描述）提示参与者并要求他们自由描述相关图片来评估的。结果表明在两项实验中，B的重新激活和一致性对联想记忆分数都有显著提高作用。此外，主观元记忆测量也显示出相同的效果。这些结果表明重新激活和一致性对记忆形成都有有益影响，这对于教育实践可能是有意义的，在教育实践中，通过重新激活有效地构建知识对成功至关重要。
