Witherby Amber E, Northern Paige E, Tauber Sarah K
Department of Psychological Sciences, Creighton University, Omaha, NE 68178, USA.
Department of Psychology and Counseling, Southeast Missouri State University, Cape Girardeau, MO 63701, USA.
Behav Sci (Basel). 2025 Jun 23;15(7):843. doi: 10.3390/bs15070843.
Retrieval practice can benefit students' long-term learning. However, no prior investigations have explored the degree to which response mode-overt versus covert retrieval-moderates the impact of retrieval practice on adolescents' learning in a classroom context. To explore this issue, 8th grade students learned science concepts that were required for their class. They learned terms in their middle school classrooms by recalling and writing them down (overt retrieval), mentally recalling (covert retrieval), or restudying definitions. They practiced each strategy in 5 sessions and took final tests 2 days later. The impact of covert retrieval on students' learning was similar to that of restudy, and both covert retrieval and restudy were less beneficial relative to overt retrieval. Treatment package effectiveness differed somewhat between students and terms. These outcomes are generally consistent with the retrieval dynamics hypothesis and reveal that response mode can impact the effectiveness of retrieval practice in middle school classrooms.
检索练习有助于学生的长期学习。然而，之前没有研究探讨过反应模式（公开检索与隐蔽检索）在多大程度上调节了检索练习对课堂环境中青少年学习的影响。为了探究这个问题，八年级学生学习了课堂所需的科学概念。他们在中学教室里通过回忆并写下来（公开检索）、在心里回忆（隐蔽检索）或重新学习定义来学习术语。他们在5节课中练习了每种策略，并在两天后进行了期末考试。隐蔽检索对学生学习的影响与重新学习相似，相对于公开检索，隐蔽检索和重新学习的益处都较小。学生和术语之间的治疗方案效果略有不同。这些结果总体上与检索动态假说一致，并表明反应模式会影响中学课堂中检索练习的效果。
