Where And How To Learn: The Interactive Benefits Of Contextual Variation, Restudying, And Retrieval Practice For Learning
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY(2021)
摘要
Students are often advised to do all of their studying in one good place, but restudying to-be-learned material in a new context can enhance subsequent recall. We examined whether there are similar benefits for testing. In Experiment 1 (n = 106), participants studied a 36-word list and 48 hr later-when back in the same or a new context-either restudied or recalled the list without feedback. After another 48 hr, all participants free-recalled the list in a new context. Experiment 2 (n = 203) differed by having the testing-condition participants restudy the list before being tested. Across both experiments, testing in a new context reduced recall, which carried over to the final test, whereas restudying in a new context did not impair (and in Experiment 2, significantly enhanced) recall. These findings reveal critical interactions between contextual-variation and retrieval-practice effects, which we interpret as consistent with a distribution-of-memory-strengths framework.
更多查看译文
关键词
Context, contextual variation, retrieval practice, test-enhanced learning, bifurcation model
AI 理解论文
溯源树
样例
生成溯源树,研究论文发展脉络
Chat Paper
正在生成论文摘要