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Detenninants of retrieval solutions during cognitive skill training: Source confusions

机译：认知技能培训中检索解决方案的决定因素：来源混乱

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摘要

Diverse outcomes, both facilitative and disruptive, have been reported for the effect of interpolated item recognition tests on the acquisition of a cognitive skill. We collected data from a repeated set of 12 artificial arithmetic problems, soliciting compute/retrieve strategy reports after every trial. In one condition, a recognition test was administered after every three blocks of training. Recognition testing was found to depress retrieve frequencies in both younger and older adults, particularly for newly acquired items. Pairing training items with similar recognition foils mitigated these effects. This pattern of results could be explained by assuming that the participants based compute/retrieve decisions on item familiarity or frequency, tracked across both skill trials and recognition trials, and on a threshold influenced by source confusion. Variations in the threshold parameter could lead to depressed reports of item retrieval (our findings) or to elevated retrieval decisions, as has been shown in some other studies.
机译：据报道，内插项目识别测试对认知技能习得的效果各不相同，包括促进性和破坏性。我们从重复的12个人工算术问题集中收集了数据，每次试验后都征求计算/检索策略报告。在一种情况下，每三个训练阶段进行一次识别测试。发现识别测试会降低年轻人和老年人的检索频率，特别是对于新获得的物品。将训练项目与相似的识别箔配对可以减轻这些影响。可以通过假设参与者基于对项目的熟悉程度或频率进行计算/检索决策，在技能试验和识别试验中均进行跟踪以及受源混乱影响的阈值来解释这种结果模式。阈值参数的变化可能导致项目检索（我们的发现）的报告令人沮丧，或者导致检索决策提高，如其他一些研究所示。

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