提取练习效应的产生机制:编码、提取的整合演变

提取练习效应指相比同等时间的重复学习,对所学材料进行提取练习(即使无反馈)可使被试在之后的回忆测验中表现更好。早期研究从编码或提取单维度地对提取练习效应进行了描述性解释,新近以来,研究者整合了编码和提取在提取练习效应中的作用,从记忆加工全过程的角度考察了提取练习效应的产生机制,并得到诸多研究证据的支持。论文梳理了提取练习效应产生机制的各类假说,并重点分析比较了精细提取假说和情景背景假说,指出后者在解释提取练习效应上的优势。未来研究可结合认知神经科学的研究技术为情景背景假说提供更直接的证据,有关提取练习对于短期和长期记忆促进效果的争议也有待进一步解释厘清,同时如何在揭示其原理的基础上将其更高效地加以应用亦有待实践探索。

The mechanism of the retrieval practice effect: From encoding,retrieval to integration of both

Retrieval Practice Effect (RPE) means that compared with restudy in the same amount of time,retrieval practice (even without feedback) can effectively help people achieve a better performance in the final memory test.In the early researches,RPE was explained from either encoding or retrieval,and basically those explanations focused on describing RPE in different experimental designs.Recently,researchers integrated encoding and retrieval,the full memory process,to investigate the mechanism of the RPE,and has been supported by more and more research evidences.The article discussed current hypotheses of the RPE,then specifically differentiated the elaborative retrieval hypothesis and the episodic context account,and pointed out the advantage of the latter.Further work could use cognitive neuroscience technique to provide more direct proof for episodic context account.The controversy about the promoting effect of retrieval practice in the short-term and long-term memory remains to be further explained.Meanwhile,the way to put it into use effectively remains to be discovered in practice.