Filling in the gaps: using testing and restudy to promote associative learning

作者：John B. Bulevich, Ayanna Kim Thomas, Charles Parsow · 发表于：Memory · 年份：2015 · DOI：10.1080/09658211.2015.1098706 · 被引用次数：7 · 研究领域：Memory Processes and Influences、Intelligent Tutoring Systems and Adaptive Learning、Visual and Cognitive Learning Processes

Although testing has been shown to potentiate subsequent learning [Izawa, C. (1966). Reinforcement-test sequences in paired-associate learning. Psychological Reports, 18, 879-919.], the mechanisms that influence this effect are not entirely understood. The present research examined the relationship between associative binding and test-potentiation effects. We hypothesised that test-potentiation effects would be most pronounced when participants could easily extract the relationship among word groupings. Towards that end, we compared three-word groupings, or triads, that were either semantically related or unrelated. Participants engaged in repeated study, repeated testing, or engaged in interpolated study and test prior to a final test. Final test performance was greatest for participants who engaged in interpolated study and test on related triads. The results support three primary conclusions: (1) testing aids in associative binding; (2) associative binding is facilitated by retrieval practice and restudy pairings; and (3) pre-existing associations facilitate test-potentiation effects.