Kobayashi Keiichi
Faculty of Education, Shizuoka University, Shizuoka, Japan.
Front Psychol. 2022 May 11;13:842668. doi: 10.3389/fpsyg.2022.842668. eCollection 2022.
To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that address (1) whether explaining to others after initial studying surpasses restudying in learning performance, (2) whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and (3) whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed.
为了解释学生为何通过教学（尤其是向他人讲解）能有效学习，科赫及其同事提出了检索练习假说，该假说将学习益处完全归因于检索练习的效果，即努力回忆待教授的信息以提供教学解释。在阐述了检索练习假说背后的原理、研究现状以及现有方法的局限性之后，本文提出了三项用于评估该假说的测试，这些测试涉及：（1）初次学习后向他人讲解在学习表现上是否超过重新学习；（2）从记忆中检索待教授信息的努力程度是否会调节向他人讲解的学习效果；（3）检索练习期间的详细阐述程度是否仅通过回忆待教授信息就能正向预测学习结果。本文考察了各项测试是否通过的证据，并讨论了检索练习假说未来的研究方向。
