测试效应的跨学科翻译:系统的复制
Kathryn R Glodowski1,2, Yusuke Hayashi3
1Department of Psychology, Pennsylvania State University-Middletown, Middletown, PA, USA.
Journal of applied behavior analysis
|April 24, 2025
概括
通过测试进行主动回忆,称为测试效应,可以改善长期记忆. 这项研究证实了其在行为分析中的好处,发现测试题提升了学业表现,无论问题数量如何.
科学领域:
- 认知心理学 认知心理学
- 行为分析 行为分析
- 教育心理学教育心理学
背景情况:
- 测试效应是一种认知心理学现象,通过积极回忆证明了通过积极回忆来改善长期记忆.
- 之前的研究确立了测试效应,但在行为分析框架内的应用需要进一步调查.
- 了解测试频率如何影响学术行为对于教育干预至关重要.
研究的目的:
- 在行为分析背景下复制测试效应.
- 评估测试频率 (问题数) 对学业成绩和行为的影响.
- 检查测验对大学生考试成绩和学习习惯的影响.
主要方法:
- 在一个高级别的行为分析课程中,与学生一起采用了主题内实验设计.
- 参与者经历了三个条件:没有测验,5个问题测验和10个问题测验.
- 考试成绩和学术行为 (课堂参与,学习) 被跨条件测量.
主要成果:
- 实施试题显著提高了学生的考试成绩,证实了行为分析中的测试效应.
- 测验也对某些学术行为产生了积极的影响,例如课堂参与和学习.
- 测试题数量 (5对10个) 对绩效改进没有产生差异性影响.
结论:
- 测试效应在行为分析教育环境中是可复制和有益的.
- 定期进行测试可以提高学术成果,无论每次测试的具体问题数量如何.
- 研究结果支持将低风险测试纳入行为分析课程,以促进学习.
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