论重复提取的长期记忆保持强化效应

On the Potentiating Effect of Retrieval Practice on Long- term Retention

Karpicke等人的一系列记忆实验表明,学习过程中的重复提取相对于其它学习策略对词汇和意义材料的长期记忆保持,更具强化效应,并能产生更持久的意义学习。然而,许多学习者对此缺乏应有的元认知意识。大学英语教学中,应该注重培养学生实施积极提取练习并及时进行反馈的意识和习惯;教师应探索设计多种有效方法促进重复提取的发生,将重复提取对长期记忆保持的强化效应最大化,实现英语学习效果的最优化。

A serial of experiments conducted by Karpicke and other scholars shows that the retrieval practice during the study stage has more potentiating effects than other learning strategy on the long - term re＇- tention of vocabulary and meaningful material, and produces more durable meaningful learning. However, many learners do not have the metacognition of retrieval practice. Therefore, teachers should develop students＇ awareness and habit of practicing retrieval and feedback in college English teaching. Additionally, they have to explore and design more effective methods to trigger retrieval so as to maximize the potentiating effect of retrieval and optimize the English study result.