Kliegl Oliver, Bjork Robert A, Bäuml Karl-Heinz T
Department of Psychology, University of California, Los Angeles, Los Angeles, CA, United States.
Institute of Psychology, Universität Regensburg, Regensburg, Germany.
Front Psychol. 2019 Aug 13;10:1863. doi: 10.3389/fpsyg.2019.01863. eCollection 2019.
The testing effect refers to the finding that retrieving previously encoded material typically improves subsequent recall performance more on a later test than does restudying that material. Storm et al. (2014) demonstrated, however, that when feedback is provided on such a later test the testing advantage then turns to a restudying advantage on subsequent tests. The goal of the present research was to examine whether there is a similar consequence of feedback when the difficulty of initial retrieval practice is modulated. Replicating prior research, we found that on an initial delayed test, recall of to-be-learned items was better following difficult than easy practice. Critically, however, providing immediate feedback on an initial delayed test reversed this pattern. Our findings are consistent with a distribution-based interpretation of how feedback at test modifies recall performance.
相较于重新学习先前编码的材料，在之后的测试中，提取这些材料通常能更有效地提高后续的回忆表现。然而，斯托姆等人（2014年）证明，当在这样的后续测试中提供反馈时，测试优势在后续测试中就会转变为重新学习优势。本研究的目的是检验当初始检索练习的难度受到调节时，反馈是否会产生类似的结果。重复先前的研究，我们发现，在初始延迟测试中，经过困难练习后对要学习项目的回忆比经过简单练习后的回忆更好。然而，关键的是，在初始延迟测试中提供即时反馈会扭转这种模式。我们的研究结果与基于分布的解释一致，即测试时的反馈如何改变回忆表现。
