Department of Psychology, University of California , Los Angeles.
Adv Physiol Educ. 2019 Jun 1;43(2):164-167. doi: 10.1152/advan.00001.2019.
One of the "important peculiarities" of human learning (Bjork RA and Bjork EL. , 1992, p. 35-67) is that certain conditions that produce forgetting-that is, impair access to some to-be-learned information studied earlier-also enhance the learning of that information when it is restudied. Such conditions include changing the environmental context from when some to-be-learned material is studied to when that material is restudied; increasing the delay from when something is studied to when it is tested or restudied; and interleaving, rather than blocking, the study or practice of the components of to-be-learned knowledge or skills. In this paper, we provide some conjectures as to why conditions that produce forgetting can also enable learning, and why a misunderstanding of this peculiarity of how humans learn can result in nonoptimal teaching and self-regulated learning.
人类学习的“重要特点”之一（Bjork RA 和 Bjork EL，1992，第 35-67 页）是，某些导致遗忘的条件——也就是说，损害了对先前学习的某些信息的访问——当重新学习这些信息时，也会增强对这些信息的学习。这种条件包括改变环境背景，从学习某些待学习材料的时间到重新学习这些材料的时间；增加从学习到测试或重新学习的时间延迟；以及交错而不是阻塞待学习知识或技能的组成部分的学习或练习。在本文中，我们提出了一些假设，说明为什么导致遗忘的条件也可以促进学习，以及为什么对人类学习这种特点的误解会导致非最佳的教学和自我调节学习。
