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首页> 外文期刊>Journal of experimental psychology. Learning, memory, and cognition >On the Transfer of Prior Tests or Study Events to Subsequent Study
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On the Transfer of Prior Tests or Study Events to Subsequent Study

机译：关于将先前的测试或学习活动转移到后续学习中

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Tests, as learning events, are often more effective than are additional study opportunities, especially when recall is tested after a long retention interval. To what degree, though, do prior test or study events support subsequent study activities? We set out to test an implication of Bjork and Bjork's (1992) new theory of disuse-that, under some circumstances, prior study may facilitate subsequent study more than does prior testing. Participants learned -English-Swahili translations and then underwent a practice phase during which some items were tested (without feedback) and other items were restudied. Although tested items were better recalled after a 1-week delay than were restudied items, this benefit did not persist after participants had the opportunity to study the items again via feedback. In fact, after this additional study opportunity, items that had been restudied earlier were better recalled than were items that had been tested earlier. These results suggest that measuring the memorial consequences of testing requires more than a single test of retention and, theoretically, a consideration of the differing status of initially recallable and nonrecallable items.
机译：测试作为学习活动，通常比其他学习机会更有效，尤其是在较长的保留间隔后进行回忆测试时。但是，先前的测试或学习活动在何种程度上支持后续的学习活动？我们着手测试Bjork和Bjork（1992）的新的废用理论的含义-在某些情况下，先验研究可能比先验试验更能促进后续研究。参与者学习了英语-斯瓦希里语的翻译，然后进入练习阶段，在此阶段测试了一些项目（没有反馈），并对其他项目进行了重新研究。尽管延迟1周后，被召回的物品比被重新评估的物品更好地被召回，但是在参与者有机会通过反馈再次研究这些物品之后，这种好处并没有持续。实际上，在有了这个额外的学习机会之后，比起先前测试的项目，更容易回忆起较早进行过重新研究的项目。这些结果表明，衡量测试的纪念性结果需要的不仅仅是保留测试，而且从理论上讲，还应考虑最初可召回和不可召回物品的不同状态。

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