Department of Psychology, University of California, San Diego, La Jolla, CA, 92093-0109, USA.
Department of Psychology, University of California, Los Angeles, CA, USA.
Mem Cognit. 2022 May;50(4):722-735. doi: 10.3758/s13421-021-01236-4. Epub 2021 Sep 20.
In three experiments we investigated how the level of study-based, episodic knowledge influences the efficacy of subsequent retrieval practice (testing) as a learning event. Possibilities are that the efficacy of a test, relative to a restudy control, decreases, increases, or is independent of the degree of prior study-based learning. The degree of study-based learning was manipulated by varying the number of item repetitions in the initial study phase between one and eight. Predictions of the dual-memory model of test-enhanced learning for the case of one study-phase repetition were used as a reference. Results support the hypothesis that the advantage of testing over restudy is independent of the degree of prior episodic learning, and they suggest that educators can apply cued-recall testing with the expectation that its efficacy is similar across varying levels of prior content learning. Implications for testing effect theory are discussed.
在三个实验中，我们研究了基于学习的情节知识的水平如何影响随后检索练习（测试）作为学习事件的效果。测试的效果相对于重新学习控制可能会减少、增加或与之前基于学习的学习程度无关。通过在初始学习阶段将每个项目的重复次数从一次到八次进行变化来操纵基于学习的学习程度。使用双记忆模型对测试增强学习案例的一个学习阶段重复的预测作为参考。结果支持这样的假设，即测试相对于重新学习的优势与之前情节学习的程度无关，并且它们表明教育者可以应用提示回忆测试，期望其在不同的先前内容学习水平下具有相似的效果。讨论了对测试效果理论的影响。
