记忆提取促进学习:实验证据与机制解释

心理发展与教育 ›› 2011, Vol. 27 ›› Issue (4): 441-447.

记忆提取促进学习:实验证据与机制解释

刘兆敏¹, 罗良², 张玮²

1. 中国政法大学社会学院, 北京 102249;
2. 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

出版日期:2011-07-15 发布日期:2011-07-15
通讯作者: 罗良,E-mail:luoliang@bnu.edu.cn E-mail:luoliang@bnu.edu.cn
基金资助:
国家自然科学基金资助项目(批准号:31000506);教育部人文社会科学研究青年基金项目(批准号:10YJCXLX032);中国政法大学校级人文社会科学研究资助项目

Retrieval Practice Enhance Learning: Experimental Evidence and Underlying Mechanism

LIU Zhao-min¹, LUO Liang², ZHANG Wei²

1. School of Sociology, China University of Political Science and Law, Beijing 102249, China;
2. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China

Online:2011-07-15 Published:2011-07-15

摘要/Abstract

摘要： 人类学习的主流观点认为学习主要发生在编码阶段,记忆提取本身并不产生和促进学习。但最近多项研究对此提出了质疑,他们发现,在学习过程中,记忆提取更能促进学习内容的长时保持。本文首先对记忆提取促进学习的实验证据做简要梳理;之后重点介绍关于记忆提取促进学习的多种解释机制,主要包括:侧重于从理论机制层面解释的记忆失用新理论,强调内在精细机制的精细提取假设,以及解释保持间隔(长、短)与学习方式(重复学习、学习-测试)交互作用的基于分布的二分模型;文章最后分析了当前研究记忆提取作用实验存在的一些问题,提出了今后的研究方向,强调应从多角度揭示记忆提取练习促进学习的机制。

关键词: 记忆提取练习效应, 记忆失用新理论, 精细提取假设, 基于分布的二分模型

Abstract: Most thought on human learning is that learning happens primarily when people encode knowledge,and retrieval does not itself produce learning.However,a number of studies have found that retrieval produces more learning than repeated study,which challenges the dominant assumption.In this article,we introduce the experi mental evidence that retrieval practice enhance learning.And there are several theories of revealing the beneficial effects of retrieval practice:(1) the new theory of disuse,which focuses on the theoretical explanations for retrieval practice effect; (2) elaborative retrieval hypothesis,which emphasizes fine underlying mechanism of retrieval prac tice effect; (3) a distribution-based bifurcation model,which explains the test-delay interaction of study on retriev al practice effect.Finally,we will discuss some deficiencies in previous studies on retrieval practice effect,and fu ture investigation should be strengthened by using different materials in multiple aspects.

Key words: retrieval practice effect, the new theory of disuse, elaborative retrieval hypothesis, distribution-based bifurcation model

中图分类号:

B844

刘兆敏, 罗良, 张玮. 记忆提取促进学习:实验证据与机制解释[J]. 心理发展与教育, 2011, 27(4): 441-447.

LIU Zhao-min, LUO Liang, ZHANG Wei. Retrieval Practice Enhance Learning: Experimental Evidence and Underlying Mechanism[J]. Psychological Development and Education, 2011, 27(4): 441-447.

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