应试学习的转移。

IF 1.1 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL Experimental psychology Pub Date : 2022-05-01 Epub Date: 2022-08-17 DOI:10.1027/1618-3169/a000551
Donnelle DiMarco, Harvey Marmurek
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引用次数: 0

摘要

与重新学习相关的临时测试有助于成对关联词的记忆。根据中介效应假说,检索练习的收益是连接线索和目标的中介词激活的结果。线索相关中介激活的证据来自于这样一个发现,即中介比与原始线索无关的单词更有效地促使人们回忆起目标单词,这一模式在测试后比重新研究后更明显。在最终测试中对未学习的线索进行测试的好处被称为测试强化学习的转移。当前研究的一个目标是检验介质的激活是否会在一个被称为反向链的过程中通过原始线索间接导致对目标的回忆。我们用错误地回忆特定于实验的原始线索而不是目标线索的概率来索引反向链。第二个目标是探索测试是否会产生与目标单词相关的线索的转移效应。在四个实验中,在对弱相关词对(如母亲-孩子)进行初步研究后,参与者要么重新研究这些词对,要么在给出原始线索(如母亲)的情况下试图回忆起目标词。在最后的线索回忆测试中,参与者被提供了与原始线索(语义中介,如父亲)或目标(目标相关线索,如婴儿)相关的未经研究的线索。在最终测试中出现的新线索类型在受试者之间(实验1)或在一个列表中混合(实验2、3和4)是不同的。混合中介和目标相关线索减少了测试增强学习的转移,并增加了在显示中介时回忆原始线索的可能性。这些结果挑战了中介有效性假设的假设。
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Transfer of Test-Enhanced Learning.

Memory for paired-associate words is facilitated by interim testing relative to restudy. According to the mediator effectiveness hypothesis, the benefit of retrieval practice is a consequence of the activation of a mediator word linking the cue and target. Evidence for the activation of cue-related mediators stems from the finding that mediators are more effective at prompting recall of target words than are words not associated with the original cue, a pattern that is larger following testing than restudy. The benefit of testing for the unstudied cues at the final test is referred to as transfer of test-enhanced learning. One goal of the current study was to examine whether the activation of mediators leads to the recall of targets indirectly via the original cues in a process known as backward chaining. We indexed backward chaining with the probability of incorrectly recalling a trial-specific original cue in place of a target. The second goal was to explore whether testing would yield a transfer effect for cues associated with target words. In four experiments, following an initial study of weakly related word pairs (e.g., Mother-CHILD), participants either restudied the pairs or attempted to recall the target given the original cue (e.g., Mother). On a final cued-recall test, participants were presented with unstudied cues that were related to either the original cue (semantic mediators, e.g., Father) or the target (target-related cues, e.g., Baby). The type of new cue presented on the final test was varied either between subjects (Experiment 1) or mixed within a list (Experiments 2, 3, and 4). Mixing mediators and target-related cues reduced the transfer of test-enhanced learning and increased the likelihood of recalling the original cues when shown a mediator. These results challenge the assumptions of the mediator effectiveness hypothesis.

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来源期刊
Experimental psychology
Experimental psychology PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.00
自引率
7.70%
发文量
18
期刊介绍: As its name implies, Experimental Psychology (ISSN 1618-3169) publishes innovative, original, high-quality experimental research in psychology — quickly! It aims to provide a particularly fast outlet for such research, relying heavily on electronic exchange of information which begins with the electronic submission of manuscripts, and continues throughout the entire review and production process. The scope of the journal is defined by the experimental method, and so papers based on experiments from all areas of psychology are published. In addition to research articles, Experimental Psychology includes occasional theoretical and review articles.
期刊最新文献
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