从记忆到迁移:提取练习效应的作用机制

From Memorize to Transfer:How Retrieval Practice Works

同属提取练习带来的益处,经典测试效应与前向测试效应作用的对象不同:前者直接指向已学的内容;后者间接指向后续学习的新内容。经典测试效应中迁移适当加工理论、强度与提取努力理论从学习情境与学习者的角度展开描述,精细提取理论、情境背景理论聚焦于动态的记忆表征过程;前向测试效应理论部分沿用经典测试效应的视角解释提取练习的作用机制,根据动机是否起中介作用分为非动机类的情境改变、激活促进、策略转换理论以及动机类的测试期待效应、失败-编码-努力理论。同源于提取练习效应,经典测试效应与前向测试效应的理论并不互斥;对比经典测试效应,在前向测试效应的研究中出现了编码与提取阶段的分化;当前向测试效应聚焦于学习材料的迁移时,聚焦记忆表征的非动机类的理论不再适用。

While both attributing to the benefit of retrieval practice,the typical testing effect and the forward testing effect(FTE) exert impacts on different subjects.The typical testing effect directly benefits learned materials and the forward testing effect indirectly aids subsequently to-belearned materials.As theories of the testing effect,Transfer-Appropriate Processing Theory and Strength and Retrieval Effort Theory take the perspective of learning conditions and learners respectively while Elaborative Retrieval Account Theory and Episodic Context Account Theory focus on the dynamic process of memory representation.As for forward testing effect,researchers partly follow the view of the typical testing effect to account for its underlying mechanism.According to whether moderated by motivation factors,theories are classified into two categories:Context-Change Theory,Strategy-Change Theory and Activation Facilitation Theory are non-motivational,while the motivational category is more adaptable to transfer conditions,including Failure-Encoding-Effort Theory and Retrieval-Effort Theory.Both rooted in retrieval practice,the typical testing effect and forward testing effect are not mutually exclusive;Compared to the testing effect,the differentiation of encoding and retrieval occurs in the research of the forward test effect;When the forward testing effect focuses on the transfer of learning materials,non-motivational theories focusing on memory representation are no longer applicable.