| 线索强度:检验提取练习效应内部机制的重要变量 |
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| 引用本文： | 马小凤,周爱保,杨小娥.线索强度:检验提取练习效应内部机制的重要变量[J].心理发展与教育,2017,33(3):313-320. |
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| 作者姓名： | 马小凤 周爱保 杨小娥 |
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| 作者单位： | 西北师范大学心理学院学生学习指导中心, 兰州 730070 |
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| 基金项目： | 教育部人文社会科学研究青年基金项目(15YJC190015)，西北师范大学青年教师科研能力提升计划项目(NWNU-LKQN-13-25) |
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| 摘 要： | 研究采用提取练习效应研究的经典范式，通过比较学习材料的线索强度对不同学习策略效果的影响来探讨提取练习效应的内部机制。结果发现：（1）当最终测试为线索回忆时，线索强度与学习策略交互作用显著，强线索条件下两组成绩差异不显著，弱线索条件下提取练习组显著高于精细加工组；（2）当最终测试为再认测验时，线索强度与学习策略在虚报率和目标词再认反应时上交互作用显著，精细加工组在弱线索条件下的虚报率显著高于强线索条件，在强弱线索条件下的目标词再认反应时差异不显著；提取练习条件组在强弱线索条件下的虚报率差异不显著，在强弱线索条件下的目标词再认反应时差异边缘显著，弱线索条件下反应时要比强线索条件下更长。上述结果表明材料的线索强度是区分提取练习与精细加工的重要变量，揭示了提取练习的内部加工机制不同于精细加工，反驳了精细提取假设，支持情景语境假设。
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| 关 键 词： | 提取练习 精细提取 情景语境 语义激活 |
Cue Strength: The Important Variables of The Examination of Retrieval Practice Effect Mechanism |
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| MA Xiaofeng,ZHOU Aibao,YANG Xiaoe.Cue Strength: The Important Variables of The Examination of Retrieval Practice Effect Mechanism[J].Psychological Development and Education,2017,33(3):313-320. |
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| Authors: | MA Xiaofeng ZHOU Aibao YANG Xiaoe |
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| Affiliation: | Guidance Center on Student Learning, School of Psychology, Northwest Normal University, Lanzhou 730070, China |
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| Abstract: | Retrieval practice refers to retrieval (test) learning materials for once or more times in an equivalent time. Retrieval practice induced better knowledge transfer and more lasting memory than repetition and fine processing, the phenomenon known as retrieval practice effect, also known as the test effect. Controversial interpretation exists of the retrieval practice effect mechanism. The fact is the retrieval practice effect has been repeated over and gets lots of empirical results, while the related theoretical research is relatively less. The main point of view has not yet formed a unified conclusion, and there are serious differences mainly on the interpretation of the retrieval practical effect by the elaborative retrieval hypothesis and the episodic context account. The present research used the classical paradigm of retrieval practice effect to explore the important role of the cue strength of learning material to explaining the retrieval practice effect mechanism. Two experiments were conducted to test the hypotheses. The two experiments all use 2 (cue strength:strong vs. weak)×2 (study strategy type:retrieval practice vs. elaborate processing) between-subjects design. In experiment 1, 94 college students were engaged and completed cued recall in final test. In experiment 2, 75 college students participated in experiment and completed recognition in final test.The results showed that:1) the cued recall condition, the interaction effect of the stress of cue and learning strategy was significant, under the strong cue condition, the difference between memory performance of elaborate processing and retrieval practice was not significant; while significant under the weak cue condition. 2) the recognition test showed significant interaction effect between cue strength and strategy on the false alarm rate of the semantic relative words. There's no significant difference between the weak cue condition and strong cue condition under the retrieval practice group; while the false alarm rate of weak cue condition was significant higher than the strong cue condition under the elaborate processing group. 3) the reaction time of recognition target word showed significant interaction effect on the recognition test between the strength of cue and learning strategy. There's no significant difference between elaborate processing groups under different strength of cue condition; while the weak cue condition showed significant longer reaction time than the strong cue effect under the retrieval practice group. The results implied that the cue strength is the key variable to distinguish retrieval practice and elaborate processing. The internal processing mechanism of retrieval practice is different to elaborate processing, refuted the elaborative retrieval hypothesis, supported the episodic context account. |
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| Keywords: | retrieval practice elaborate retrieval episodic context semantic activation |
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