Institute of Psychology, University of Lausanne, Lausanne, Switzerland.
Q J Exp Psychol (Hove). 2021 Dec;74(12):2182-2192. doi: 10.1177/17470218211022635. Epub 2021 Jun 4.
In this study, 17 adult participants were trained to solve alphabet-arithmetic problems using a production task (e.g., C + 3 = ?). The evolution of their performance across 12 practice sessions was compared with the results obtained in past studies using verification tasks (e.g., is C + 3 = F correct?). We show that, irrespective of the experimental paradigm used, there is no evidence for a shift from counting to retrieval during training. However, and again regardless of the paradigm, problems with the largest addend constitute an exception to the general pattern of results obtained. Contrary to other problems, their answers seem to be deliberately memorised by participants relatively early during training. All in all, we conclude that verification and production tasks lead to similar patterns of results, which can therefore both confidently be used to discuss current theories of learning. Still, deliberate memorization of problems with the largest addend appears earlier and more often in a production than a verification task. This last result is discussed in light of retrieval models.
在这项研究中，17 名成年参与者接受了使用生成任务（例如，C+3=？）解决字母算术问题的培训。将他们在 12 次练习中的表现与过去使用验证任务（例如，C+3=F 是否正确？）获得的结果进行了比较。我们表明，无论使用哪种实验范式，在训练过程中都没有证据表明计数到检索的转变。然而，无论采用哪种范式，最大加数的问题都是获得的结果的一般模式的例外。与其他问题相反，参与者似乎相对较早地就故意记住了这些问题的答案。总而言之，我们得出的结论是，验证和生成任务会导致类似的结果模式，因此两者都可以被用来讨论当前的学习理论。尽管如此，在生成任务中，最大加数问题的刻意记忆出现得更早，也更频繁。最后一个结果是根据检索模型进行讨论的。
