CAJ | 학술논문

测试效应是指复习时对所学习材料进行提取比重学能更好地促进记忆。本研究利用低关联度名词词对作为实验材料来探讨测试效应的作用机制是过程依赖还是内容依赖。实验1的目的是考察记忆时程对测试效应的影响。实验采用2（复习条件：测试、重学）×3（测验间隔：5分钟、2天、1周）混合设计探究测试效应产生的时程。实验结果：间隔5分钟和2天时，没有出现测试效应；间隔1周时出现了测试效应。可见1周是本实验条件下测试效应比较敏感的时程条件。实验2的目的是考察测试效应是过程依赖还是内容依赖。根据实验1的结果，选择1周时程，采用2（复习条件：测试、重学）×2（测验方式：A→B、A←B）被试问设计，探索测试效应的产生依赖于测试的过程还是内容。研究的基本假设：如果测试效应依赖于测试的内容，那么在测试方式为A→B与A←B两种条件下，其测试效应大小应有所不同；如果测试效应依赖于测试过程，那么测试方式为A→B与A←B条件下，测试效应的大小应该没有差异。结果发现：无论测试时是A→B还是A←B，其测试效应的大小没有区别。说明测试效应是有赖于复习时测试的过程。
측시효응시지복습시대소학습재료진행제취비중학능경호지촉진기억。본연구이용저관련도명사사대작위실험재료래탐토측시효응적작용궤제시과정의뢰환시내용의뢰。실험1적목적시고찰기억시정대측시효응적영향。실험채용2（복습조건：측시、중학）×3（측험간격：5분종、2천、1주）혼합설계탐구측시효응산생적시정。실험결과：간격5분종화2천시，몰유출현측시효응；간격1주시출현료측시효응。가견1주시본실험조건하측시효응비교민감적시정조건。실험2적목적시고찰측시효응시과정의뢰환시내용의뢰。근거실험1적결과，선택1주시정，채용2（복습조건：측시、중학）×2（측험방식：A→B、A←B）피시문설계，탐색측시효응적산생의뢰우측시적과정환시내용。연구적기본가설：여과측시효응의뢰우측시적내용，나요재측시방식위A→B여A←B량충조건하，기측시효응대소응유소불동；여과측시효응의뢰우측시과정，나요측시방식위A→B여A←B조건하，측시효응적대소응해몰유차이。결과발현：무론측시시시A→B환시A←B，기측시효응적대소몰유구별。설명측시효응시유뢰우복습시측시적과정。
This paper is about testing effect.. Testing effect postulates that review by way of retrieval practice, i. e. , testing, can better enhance memory retention than re - study. The current research adopted pairs of nouns not semantically related as the material to discuss the mechanism of testing effect ： Does testing effect depend on process or content？ Experiment 1 used a 2 （ review conditions ： test, re -study） ×3 （testing intervals ：5-minutes, 2-days and 1-week）design to explore the impact of interval on testing effect. We nee- ded to find out at what interval did testing effect emerge. The results： testing effect did not appear under the 5 - -minute or 2 - -day conditions, but it appeared at the 1 -week interval. It was visible that 1-week was the most sensitive testing interval. According to the results of Experiment 1, Experiment 2 was carried out at the 1 - -week interval to find out whether testing effect depended on the process or the content test.. Using a 2 （ review conditions ： test, re - study ） ×3 （ testing conditions ： A→B, A←B ） design for the-subjects, we studied the mechanism of testing effect. We hypothesized ： If testing effect depended on content, the testing effect should be different under the ＂A→B＂ and ＂A←B＂ testing conditions; if testing effect depended on process, the testing effect should have no difference under the ＂A→B＂ and ＂A←B＂ testing conditions. The results of this experiment were： there was no difference of testing effect be- tween the conditions of ＂A→B＂ and ＂A←B＂. That means the testing effect depends on the process. The conclusions of this study are： 1 week is a proper interval of the testing effect for the 11 - -year-old participants ; under this study condition, the testing effect depends on the process, not the content.