线索强度对测试效应的调节:时间间隔上的差异  

Cue Strength Regulating the Testing Effect:The Differences between Different Testing Intervals

作　　者：郑俊[1] 张玮[1] 罗良[1] 

机构地区：[1]北京师范大学认知神经科学与学习国家重点实验室,北京100875

出　　处：《心理发展与教育》2014年第6期609-615,共7页Psychological Development and Education

基　　金：国家自然科学基金资助项目(31100817;31000506);教育部人文社会科学研究青年基金项目(10YJCXLX032)

摘　　要：本研究采用不同线索强度(强/弱)的中文词对,选取大学生被试126人,考察了不同学习方式(重学/测试)在不同时间间隔(5分钟/2天)最终自由回忆测试成绩上的差异。结果发现:在强线索强度词对上,学习方式主效应显著,测试条件的回忆成绩在5分钟以及2天后均高于重学条件;而在弱线索强度词对上,学习方式与间隔时间交互作用显著,5分钟时重学条件与测试条件的记忆成绩差异不显著,而2天后测试条件的记忆成绩却显著高于重学条件。结果表明词对的线索强度能够调节测试对不同时间间隔记忆保持的促进作用,支持了精细提取假设。The testing effect refers to the fact that in comparsion to restudy, involvment in the testing enhances long- term retention. The current study had 126 subjects, and adopted Chinese words pairs with different cue strength （strong/weak） as experimental materials. The experiment was designed to explore how learning methods （restudy/ testing） influencing the memory retention on different testing intervals （5 minutes/2 days）. The results indicated that： （1） memory of target words with strong cues showed the main effect of learning methods： the target performance in testing group was higher than restudy group. （2） In the situation of weak cues, the main effect of learning methods wasn＇ t significant, but there was an interaction between learning methods and testing intervals： there was no significant difference between the immediate recall of restudy and testing group, however, the performance of testing group was significant higher than restudy group two days later. In conclusion, these results demonstrated that cue strength regulating the testing effect, which supports the elahorative retrieval hypothesis.

关 键 词：线索强度 测试效应 长时记忆 精细提取假设 概念组织 

分 类 号：G442[哲学宗教—心理学]