助记符
心理学
期限(时间)
认知心理学
情报检索
计算机科学
物理
量子力学
作者
Henry L. Roediger,Andrew C. Butler
标识
DOI:10.1016/j.tics.2010.09.003
摘要
Learning is usually thought to occur during episodes of studying, whereas retrieval of information on testing simply serves to assess what was learned. We review research that contradicts this traditional view by demonstrating that retrieval practice is actually a powerful mnemonic enhancer, often producing large gains in long-term retention relative to repeated studying. Retrieval practice is often effective even without feedback (i.e. giving the correct answer), but feedback enhances the benefits of testing. In addition, retrieval practice promotes the acquisition of knowledge that can be flexibly retrieved and transferred to different contexts. The power of retrieval practice in consolidating memories has important implications for both the study of memory and its application to educational practice.
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