CAJ | 학술논문

研究表明提取学习相比简单重复学习更加益于记忆的保持。近期的脑成像研究发现，与简单重复学习相比，提取学习时前额叶、顶下叶、颞叶及一些皮层下结构的脑激活更大，这些脑区的激活也能预测随后的记忆成绩。这些研究表明，在更多认知资源的投入和工作记忆系统的参与下，提取学习是一个获得、加工、整合和巩固语义关系的过程。提取学习充分调用认知和情感、皮层与皮层下机能，同时还发挥语义和情景记忆优势来促进学习与记忆。
연구표명제취학습상비간단중복학습경가익우기억적보지。근기적뇌성상연구발현，여간단중복학습상비，제취학습시전액협、정하협、섭협급일사피층하결구적뇌격활경대，저사뇌구적격활야능예측수후적기억성적。저사연구표명，재경다인지자원적투입화공작기억계통적삼여하，제취학습시일개획득、가공、정합화공고어의관계적과정。제취학습충분조용인지화정감、피층여피층하궤능，동시환발휘어의화정경기억우세래촉진학습여기억。
Previous studies have shown that retrieval practice led to greater retention than repeated studying. Recent fMRI studies provide insight by showing that several enhanced brain regions associated with retrieval practice but not with restudying, such as the inferior frontal cortex, inferior parietal lobe, middle temporal areas and parts of subcortical brain regions. Increased activity in these areas during retrieval practice can predict the final performance. It is assumed that the process of retrieval practice involved more mental resources. On the basis of working memory, the retrieval practice was regarded as a systematic representation of semantic relation, including acquisition, processing, integration and consolidation process. In fact, retrieval practice not only makes full use of the cognitive and affective, cortical and subcortical functions, but also plays the advantages of semantic and episodic memory to facilitate learning and memory.