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首页> 外文期刊>Journal of experimental psychology. Learning, memory, and cognition >Attempting to Answer a Meaningful Question Enhances Subsequent Learning Even When Feedback Is Delayed
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Attempting to Answer a Meaningful Question Enhances Subsequent Learning Even When Feedback Is Delayed

机译：即使反馈被延迟，尝试回答有意义的问题也能促进后续学习

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摘要

Attempting to retrieve information from memory enhances subsequent learning even if the retrieval attempt is unsuccessful. Recent evidence suggests that this benefit materializes only if subsequent study occurs immediately after the retrieval attempt. Previous studies have prompted retrieval using a cue (e.g., whale) that has no intrinsic answer. Experiment 1 replicated prior word pair studies, but in Experiment 2, when participants learned meaningful trivia questions, testing enhanced learning even when subsequent study was delayed. Even in Experiment 3, when subsequent study was delayed by up to 24 hr, tests enhanced learning on a final test another 24 hr later. These findings may give comfort to educators who worry that asking a question or giving a test, on which students inevitably make mistakes, impairs learning if feedback is not immediate. They also suggest that there is a consensus in the literature thus far: Questions with rich semantic content enhance subsequent learning even when feedback is delayed, but less meaningful questions without an intrinsic answer enhance learning only when feedback is immediate.
机译：即使检索尝试失败，尝试从内存中检索信息也会增强后续的学习效果。最近的证据表明，只有在检索尝试之后立即进行后续研究时，这种益处才能实现。先前的研究提示使用没有内在答案的提示（例如鲸鱼）进行检索。实验1重复了以前的单词对研究，但是在实验2中，当参与者学习了有意义的琐事问题时，即使随后的学习被延迟，测试也会增强学习效果。即使在实验3中，当后续学习最多延迟24小时时，测试也会在24小时后的最终测试中增强学习能力。这些发现可能会让教育工作者感到安慰，他们担心如果不立即反馈，就提出问题或进行测验（学生不可避免地会犯错误）会妨碍学习。他们还暗示，迄今为止在文献中已经达成共识：即使反馈被延迟，具有丰富语义内容的问题也可以促进后续学习，而没有内在答案的意义较小的问题只有在立即反馈的情况下才能增强学习。

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