异分母分数加法运算样例学习中的测试效应

The test effect in the study of the addition example of different denominator fractions

本研究以293名五年级小学生为研究对象,以异分母分数加法运算样例为实验材料,采用测试效应的经典研究范式,通过两个实验研究,考察了程序性知识学习领域之中的测试效应。实验结果表明:(1)提取练习组被试的后测成绩显著优于重复学习组被试的后测成绩,即在异分母分数加法运算规则的程序性知识学习中存在测试效应;(2)测试前的时间间隔对小学生异分母分数加法运算规则学习中的测试效应没有显著影响;(3)反馈组被试的后测成绩显著高于无反馈组被试的后测成绩,即在异分母分数加法运算规则的程序性知识学习中,反馈对测试效应起促进作用。

In this study,with 293 pupils from Grade Five in the elementary school as the study object we used the different denominator fraction addition example as the experimental material,and used the classical research paradigm of test effect to explore whether the test effect can be applied in the field of procedural knowledge learning.In Experiment 1,we examined the effect of the test effect on the addition of the denominator fraction.In Experiment 2,the role of feedback in the test effect was examined.The experimental results show that:(1)the test effect can be applied to the learning field of procedural knowledge;(2)students’performance in the immediate test and delayed test were not significant;(3)The delayed test performance of the feedback group is higher than the group without feedback.Feedback played a role in the test effect in procedural knowledge learning of different denominator fraction addition rules.