Department of Psychology, University of California San Diego, La Jolla, CA, 92093-0109, USA.
Department of Psychology, University of California Los Angeles, Los Angeles, CA, USA.
Mem Cognit. 2020 Oct;48(7):1146-1160. doi: 10.3758/s13421-020-01048-y.
In four experiments, we explored conditions under which learning due to retrieval practice (i.e., testing) transfers to the case in which the cue and response words are rearranged (e.g., a training test on gift, rose, ?, wherein the target is wine, and a final test on gift, ?, wine, wherein the answer is rose). In both Experiment 1 and a supplementary experiment, we observed divergent results for pairs and triplets: Relative to a restudy control condition, strong transfer was observed for pairs, but none for triplets. In Experiments 2 and 3, the theoretical basis of the specificity of learning for triplets was explored. The results rule out the possibilities that transfer is wholly absent for triplets and that transfer occurs only for the case of exact cue-response reversal on the final test. Rather, it appears that, for both pairs and triplets, transfer will occur unless both of the following conditions hold: (1) two or more independent cues are presented on the training test, and (2) the correct responses on the training and final tests are different. We show that the majority of the results can be explained by combining the dual-memory theory of the testing effect with an inclusive-OR representation that forms when two or more cues are presented on the training test. Follow-up analyses that were conditionalized on training test accuracy suggest that specificity of learning is greater on a correct than on an incorrect training test trial, although selection confounds and contradictory experimental results preclude a strong conclusion.
在四项实验中，我们探索了检索练习（即测试）导致学习迁移的条件，即在提示词和反应词重新排列的情况下（例如，在礼物、玫瑰、？上进行训练测试，其中目标是酒，而在礼物、？、酒上进行最终测试，其中答案是玫瑰）。在实验 1 和补充实验中，我们观察到了对双词和三词对的不同结果：与复习控制条件相比，双词对观察到了强烈的迁移，但三词对没有。在实验 2 和 3 中，我们探讨了三词对学习特异性的理论基础。结果排除了以下可能性：三词对完全没有迁移，或者只有在最终测试中准确的提示-反应反转时才会发生迁移。相反，似乎对于双词对和三词对，除非以下两个条件都成立，否则就会发生迁移：（1）在训练测试中呈现两个或更多独立的提示词；（2）在训练和最终测试中正确的反应不同。我们表明，将测试效应的双重记忆理论与在训练测试中呈现两个或更多提示词时形成的包含或非表示相结合，可以解释大部分结果。对训练测试准确性进行条件化的后续分析表明，与错误的训练测试相比，正确的训练测试中的学习特异性更强，尽管选择混淆和矛盾的实验结果不允许得出强有力的结论。
