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Deconstructing the effect of self-directed study on episodic memory

机译：解构自我指导研究对情节记忆的影响

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Self-directed learning is often associatedwith better long-term memory retention; however, the mechanisms that underlie this advantage remain poorly understood. This series of experiments was designed to "deconstruct" the notion of self-directed learning, in order to better identify the factors most responsible for these improvements to memory. In particular, we isolated the memory advantage that comes from controlling the content of study episodes from the advantage that comes from controlling the timing of those episodes. Across four experiments, self-directed learning significantly enhanced recognitionmemory, relative to passive observation. However, the advantage for self-directed learning was found to be present even under extremely minimal conditions of volitional control (simply pressing a button when a participant was ready to advance to the next item). Our results suggest that improvements to memory following self-directed encoding may be related to the ability to coordinate stimulus presentation with the learner's current preparatory or attentional state, and they highlight the need to consider the range of cognitive control processes involved in and influenced by self-directed study.
机译：自主学习通常与更好的长期记忆保持能力有关。但是，仍然不清楚这种优势的基础机制。设计该系列实验旨在“解构”自我导向学习的概念，以便更好地确定最有助于记忆改善的因素。特别是，我们将控制学习情节的内容所带来的记忆优势与控制这些情节的时间所带来的优势相隔离。在四个实验中，相对于被动观察，自主学习大大增强了识别记忆。但是，发现即使在极少量的自愿控制条件下（只要参与者准备好前进到下一个项目时，只需按下按钮），自主学习的优势仍然存在。我们的研究结果表明，自我指导编码后对记忆的改善可能与协调刺激表现与学习者当前的准备或注意状态的能力有关，并且他们强调需要考虑与自我有关并受其影响的认知控制过程的范围。导向的研究。

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