测试是否增强了新的学习,因为它使学习者能够使用更好的策略?
1Department of Psychology, Iowa State University.
Journal of experimental psychology. Learning, memory, and cognition
|November 13, 2023
概括
通过改变学习策略,临时测试并不能改善外语学习. 这项研究发现,虽然测试有助于学习,但它并不能增强策略的使用或转移到新材料.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 前进测试效应表明,检索实践可以增强后续的学习.
- 一个建议的机制是测试可能会鼓励学习者采用更有效的编码策略.
研究的目的:
- 调查中间测试是否影响后续编码策略在外语学习中的使用.
- 为了确定战略变化是否会调解前测试效应.
- 检查临时测试是否可以改善学习转移到新材料.
主要方法:
- 五项实验 (四项预先注册) 使用了外语学习范式 (中英对).
- 参与者被分配到测试或重新研究条件中,通过调查评估战略的使用.
- 后来的实验采用了主体内部设计,以将个体战略变化与学习收益相关联.
主要成果:
- 在所有实验中都观察到前测试效应.
- 在测试条件和再研究条件之间,报告的编码策略没有发现显著差异.
- 战略变化的个体差异与前测试效应有适度的关联,但没有调解它.
- 临时测试并没有通过改变编码策略来增强学习,也没有促进转移到新的角色.
结论:
- 临时测试似乎不会通过修改后续编码策略来增强外语学习.
- 在这种情况下,前性测试效应并不能通过战略使用的变化来解释.
- 临时测试并没有促进学习的汉字转移到新的汉字.
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