CAJ | 학술논문

采用多篇章学习方式,结合测试效应研究的经典范式,设计两个实验探究提取练习策略对高阶技能的影响。结果表明：（1）连续学习3篇文章后,在最终测试阶段学习策略主效应显著,提取练习组高阶技能的成绩更优：提取组在每篇文章学习间隔中插入即时测试,无论是概念型知识还是高阶技能,最终测试中的成绩都显著高于重学组,但其反应时却低于重学组。在提取练习组中,概念型知识与高阶技能成绩均有提升,但概念型知识比高阶技能提升幅度明显;（2）将篇章数扩展至5篇后,最终测试中,提取练习组的成绩仍显著高于重学组。对高阶技能4个维度作以分析后发现,两组在应用与分析维度上差异显著,但在评估与创造维度上,提取练习组成绩虽有提升但差异不显著。结果证实了提取练习是高效学习的有效策略,不仅体现在单独内容的记忆保持,也可扩展到连续学习中高阶技能的发展与促进。研究支持了情景语境解释对提取练习内部机制的阐述,并进一步验证了前摄抑制干扰理论和上下文内容转换假说的观点。
채용다편장학습방식,결합측시효응연구적경전범식,설계량개실험탐구제취연습책략대고계기능적영향。결과표명：（1）련속학습3편문장후,재최종측시계단학습책략주효응현저,제취연습조고계기능적성적경우：제취조재매편문장학습간격중삽입즉시측시,무론시개념형지식환시고계기능,최종측시중적성적도현저고우중학조,단기반응시각저우중학조。재제취연습조중,개념형지식여고계기능성적균유제승,단개념형지식비고계기능제승폭도명현;（2）장편장수확전지5편후,최종측시중,제취연습조적성적잉현저고우중학조。대고계기능4개유도작이분석후발현,량조재응용여분석유도상차이현저,단재평고여창조유도상,제취연습조성적수유제승단차이불현저。결과증실료제취연습시고효학습적유효책략,불부체현재단독내용적기억보지,야가확전도련속학습중고계기능적발전여촉진。연구지지료정경어경해석대제취연습내부궤제적천술,병진일보험증료전섭억제간우이론화상하문내용전환가설적관점。
Learning is usually thought to occur during episodes of studying, while the retrieval of information on testing simply serves to assess what was learned. Test-enhanced learning, or the use of tests and quizzes to engage retrieval processes, has been widely demonstrated as an effective strategy for facilitating fact learning. Retrieval practice can not only promote single content learning but also be beneficial for multiple-context. However, the impact of testing effects on sequential item learning remains unclear. According to Bloom＇s taxonomy of knowledge and skills in education, which Anderson revised, training of higher-order skills has been increasingly valued. To this end, current research has established the generality of test-enhanced learning as well as pointed to conditions under higher-order skills are manifested. We examined whether retrieval practice facilitates higher-order learning in multiple-article test format. Across two experiments, participants engaged in either retrieval practice or restudied with basic concept questions and higher-order questions. In Experiment 1, 60 college students studied three passages in the initial learning conditions and then answered concept and higher-order multiple-choice questions. After five minutes, participants were administered both concept and higher-order tests that were intended to examine the type of skill differences. In Experiment 2, 60 college students studied five passages in the initial learning conditions and then answered higher-order short-answer questions. After five minutes, participants were administered higher-order tests. In both experiments, higher-order skills were considered to comprise the ability to understand, apply, analyze, evaluate, and create categories of a revised Bloom＇s taxonomy of knowledge and skills in education. Experiment 1 indicated a significant main effect for learning strategies. Results also revealed that for each taxonomy level, the retrieval practice group＇s performance and reaction time were better than those of the restudying group. An in-depth analysis showed that retrieval practice greatly contributed to concept question performance. Experiment 2 replicated the results of Experiment 1 with five articles for reading and more appropriate short-answer questions. Thus, Experiment 2 extends the findings of Experiment 1. Results reflected differences in the final test between the groups, especially for the apply and analyze dimensions. Nonetheless, we found no significant difference in the evaluate and create categories. Results suggested that retrieval practice is an effective method for learning, not by merely embodying the memory of single content but also broadening multiple contexts and promoting the development of higher-order skills. To some degree, it effectively reduced the memory load in learning.The current study explored the relationship between retrieval practice and multiple-list learning. Results of the analyses of internal mechanisms support the episodic context account. The episodic context account explains the finding that retrieval practice is more likely to be beneficial for more difficult retrieval tasks. In addition, combining the context-change hypothesis and proactive interference theory suggests the superiority of testing effects in multiple-list learning. The development of higher-order skills is a desired outcome of education. Practice testing is one of the most well-established strategies for improving student learning.