摘要
记忆心理学研究发现,测试不仅是评价先前学习效果的手段,它还可以改变长时记忆中的信息。与简单重复学习相比,学习过程中进行一次或几次不给予任何反馈的测试能显著促进学习内容的长时保持。测试对学习的促进获得了多方面实验证据的支持,对此研究者也提出了不同的理论解释,包括侧重于理论机制的记忆失用新理论和强调内在机制的精细提取假设。影响测试促进学习效果的因素则包括了测试次数、测试间隔时间、测试形式及测试后反馈等四个方面。在当前教学实践中,需要重视测试本身对学习的促进作用,如教师要学会合理利用课堂测试,培养学生学会和使用自我测试的学习策略,在设计教材与各类辅导书中的习题以及开发多媒体学习软件时要充分利用测试促进学习研究的发现等。
Memory Psychology researches reveal that testing can not only be a means of assessing the previous learning effect, but also change the information in Long-term Memory. Compared with simple repetitive learning, one or more than one testing in learning can apparently enhance the maintenance of the learnt content in Long-term Memory. This enhancement has gained manifold empirical supports and the researchers have offered different theoretical interpretations, including memory disuses based on theoretical mechanism and elaboratine retrieval hypothesis for emphasizing the internal apparatus. The factors that may influence on learning enhancement by testing include testing times, duration, form, and feedback. Currently, the role of testing on enhancing learning itself should be noted. Then teachers are required to make use of classroom testing, and to foster students＇ learning strategies for using self-testing, and the relevant research findings.
出处
《北京师范大学学报（社会科学版）》
CSSCI
北大核心
2012年第1期43-50,共8页
Journal of Beijing Normal University(Social Sciences)
基金
国家自然科学基金资助项目"记忆提取促进学习的机制研究"(31100817)
"基于激活的模型中注意和可用的长时记忆间的关系"(31000506)
教育部人文社会科学研究青年基金项目"工作记忆的分子遗传学研究"(10YJCXLX032)
关键词
测试效应
记忆提取
学习
记忆心理学
testing effect
memory retrieval
study
memory psychology
