When retrieval practice improves learning - characteristics of this testing effect and the influence of study material

当检索练习改善学习时——该测试效果的特征以及学习材料的影响

• 批准号: 427736286
• 负责人: Professor Dr. Karl-Heinz Bäuml
• 金额: --
• 依托单位: Lehrstuhl für Psychologie IV (Entwicklungs- und Kognitionspsychologie)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/427736286?language=en
• 关键词: When; retrieval; practice; improves; learning

The repeated retrieval of previously studied material does not only improve recall of the retrieved material but also improves learning and memory of subsequently studied material. This effect is often termed the forward testing effect (FTE). While prior work has demonstrated the existence of the basic FTE and its generalizability to different settings and participant groups, there is not much knowledge yet about central characteristics of the effect. For instance, it is still far from clear whether the FTE depends on retrieval practice of the previously studied material or may also arise by other forms of retrieval activities. It is unclear whether the FTE is lasting and still present if the retention interval between learning and test is prolonged. In particular, however, it is unclear whether the FTE varies with material, and whether quantitatively or even qualitatively different FTEs can be created with different materials. It is the goal of this project and its series of 8 experiments to provide answers on these and other open research questions. The project also aims to provide a theoretical contribution. The currently favored explanation of the FTE, which claims that improved retrieval-induced semantic organization of the study material underlies the FTE, is contrasted with an alternative account, which predicts qualitatively different FTEs across different materials. For all research questions addressed in this project, the two accounts lead to different predictions. The project will thus lead to an extensive test of the two accounts and will drastically improve our understanding of the cognitive mechanisms mediating the FTE. During the past decade, testing effects have received a lot of attention in the literature and the media partly because considerable application potential of the FTE is seen within the educational context. By providing a first detailed picture of central characteristcs of the FTE, the results of this project will significantly contribute to this potential.

对先前研究的材料的重复检索不仅可以改善对检索到的材料的回忆，还可以改善对随后研究材料的学习和记忆。这种效果通常称为正向测试效果（FTE）。虽然先前的工作证明了基本FTE的存在及其对不同环境和参与者群体的普遍性，但对效果的中心特征尚无太多知识。例如，尚不清楚FTE是否取决于先前研究的材料的检索实践，还是其他形式的检索活动也可能出现。目前尚不清楚FTE是否持久，并且是否延长了学习和测试之间的保留间隔。但是，尤其尚不清楚FTE是否随材料而变化，以及是否可以使用不同的材料来定量或质量上不同的FTE。该项目及其系列8个实验的目标是在这些和其他开放研究问题上提供答案。该项目还旨在提供理论贡献。目前对FTE的偏爱解释，该解释声称改进了研究材料的检索诱导的语义组织是FTE的基础，与替代帐户形成了鲜明的对比，该账户可以预测不同材料之间的质量不同。对于该项目中解决的所有研究问题，这两个帐户都会带来不同的预测。因此，该项目将导致对这两个帐户的广泛检验，并将大大提高我们对介导FTE的认知机制的理解。在过去的十年中，测试效果在文献中引起了很多关注，部分是因为在教育环境中看到了FTE的巨大应用潜力。通过提供FTE中心特征的首次详细图片，该项目的结果将大大促进这一潜力。