提取练习效应中的编码与提取:对立还是融合?

Encoding and retrieval in the retrieval practice effect:Opposition or integration?

在等同时间内对信息进行提取比重复阅读产生更持久的记忆保持,即提取练习效应(retrieval practice effect,RPE)。精细提取假说认为RPE是由于提取过程中精加工导致的语义激活增强了记忆保持;情景背景假说认为对事件背景进行的重构和更新促进了记忆保持。论文梳理和比较了两个理论的行为和神经机制证据,分析了二者在提取线索和提取激活脑区上的差异,指出编码与提取在RPE中并非完全对立而是相互融合。未来研究可进一步验证情景背景假说,结合认知神经科学检验提取过程中背景回忆和语义精加工的交互作用,并拓展神经机制研究中使用的学习材料和记录方法。

Retrieving learning materials produce greater memory retention than repeated study in the same amount of time,which is referred to as Retrieval Practice Effect(RPE).The elaborative retrieval account proposes that RPE is due to the semantic activation of information during retrieval.Whereas the episodic context account assumes that the reinstatement and updated context enhances subsequent recall.The article discussed evidences of these accounts at the behavioral and neural levels,and pointed out that encoding and retrieval are not completely opposed in RPE.Instead,they are possible to integrate with each other.Future work could further clarify the episodic context account,and researchers may use neurocognitive technique to investigate whether there is an interaction between semantic elaboration and context reinstate-ment during retrieval,they can also expand learning materials and recording methods in neurocognitive studies.