Psychological Development and Education ›› 2011, Vol. 27 ›› Issue (4): 441-447.

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Retrieval Practice Enhance Learning: Experimental Evidence and Underlying Mechanism

LIU Zhao-min1, LUO Liang2, ZHANG Wei2   

  1. 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

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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

CLC Number: 

  • B844
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[1] ZHENG Jun, ZHANG Wei, LUO Liang. Cue Strength Regulating the Testing Effect:The Differences between Different Testing Intervals [J]. Psychological Development and Education, 2014, 30(6): 609-615.
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