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首页> 外文期刊>Developmental psychology >BRIEF R?PORT Establishing and Explaining the Testing Effect in Free Recall for Young Children
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BRIEF R?PORT Establishing and Explaining the Testing Effect in Free Recall for Young Children

机译：简报建立和解释幼儿免费召回的测试效果

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摘要

Research has consistently shown memory is enhanced when learning combines test trials with study trials compared with study trials alone (i.e., testing effect). However, the majority of work on testing effects has involved undergraduate students. In the current experiment, the authors examined testing effects in 2 groups of elementary school children. First and 3rd graders learned 1 list of words in a test-plus-restudy condition and a 2nd list of words in a restudy condition. In addition to examining the benefits of testing in children, the authors examined possible explanations for the memorial benefits of testing that have received initial support in adult populations (Zaromb & Roediger, 2010). Results showed that the benefits of testing extend to elementary school children and that testing enhanced item-specific processing but not relational processing. Third graders were also aware of the memorial benefits of testing, whereas 1st graders were not. Most important, even 1st graders benefit from testing, in part because testing allows them to capitalize on their ability to process item-specific information.
机译：研究始终表明，与单独的学习试验相比，将学习试验和学习试验结合起来进行学习时，记忆力得到了提高（即测试效果）。但是，有关测试效果的大部分工作都涉及大学生。在当前的实验中，作者检查了两组小学生的测试效果。一年级和三年级的学生学习了1个处于测试加重新学习状态的单词列表和一个第二个处于重新学习条件的单词列表。除了检验在儿童中进行测试的好处外，作者还研究了对成​​人人群最初获得支持的测试的纪念性好处的可能解释（Zaromb＆Roediger，2010）。结果表明，测试的好处扩展到小学儿童，并且测试增强了针对特定项目的处理，但没有增强关系处理。三年级学生也意识到测试的纪念意义，而一年级学生则没有。最重要的是，即使是一年级学生也能从测试中受益，部分原因是测试使他们能够利用其处理特定项目信息的能力。

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