关于重新学习的成本和好处:探索自导学习中的列表强度效应
Skylar J Laursen1, Brooke C T Farrell1, Chris M Fiacconi1
1Department of Psychology, University of Guelph, Guelph, Canada.
Memory (Hove, England)
|January 24, 2024
概括
重新学习选定的项目可能会损害未选项的记忆,但可以改善重新学习内容的记忆. 这种自我调节的学习策略对记忆性能产生了有害和有益的影响.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 记忆研究 记忆研究
背景情况:
- 列表强度效应 (LSE) 表明,对项目的子集进行重新表示会损害对非重新表示项目的回忆,同时增强对重新表示项目的记忆.
- 自主调节的学习包括学习者积极控制他们的学习过程,包括学习策略.
- 之前对LSE的研究还没有充分探讨其在自我调节的学习环境中的影响.
研究的目的:
- 调查是否选择性地重新研究自己选择的项目的子集会对非重新研究项目的记忆产生负面影响.
- 为了确定重新研究一组项目的子集是否会提高对这些特定项目的记忆力,而不是重新研究所有项目.
- 将LSE研究扩展到自我调节的学习策略领域.
主要方法:
- 进行了五项实验,以检查选择性重新学习对记忆的影响.
- 参与者最初编码了一个项目列表.
- 然后,参与者选择性地重新研究了一组项目的子集,并将他们的记忆表现与对照条件进行比较 (没有重新研究,重新研究所有项目).
主要成果:
- 重新研究自选项的子集对未重复研究的项目的回忆受损,与没有重复研究的项目的回忆相比.
- 与所有项目重新研究的条件相比,对重新研究的项目子集的记忆得到了增强.
- 这些发现与LSE原则一致,但适用于自选的学习策略.
结论:
- 选择性重新学习,是一种自我调节的学习形式,可以导致记忆表现的权衡.
- 虽然对未重复研究的项目不利,但选择性重复研究有利于对目标项目的记忆.
- 了解这些影响为学习策略对记忆的复杂结果提供了关键的见解.
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