Abstract:

Retrival practice can enhance later retention more than additional study when review the material, this is the testing effect. The current research adopted low-related noun word pairs as the material in order to discuss the mechanism of the testing effect：Whether the testing effect depends on the process or the content? Experiment 1 used 2（review conditions：test, restudy）×3（testing intervals：5min, 2day and 1week）design to explore the interval of the testing effect. We needed to find a right interval for the testing effect because what we wanted to make sure is that the testing effect would depend on the process of test or the content during testing. The review conditions was between-subjects factor, the testing intervals was the within-subjects factor. The results: the testing effect did not appear under the 5min and 2day conditions, but it appeared under the 1week interval. It was visible that 1week was the most sensitive testing interval. According to the results of the Experiment 1, Experiment 2 was carried out under the 1week interval to find that the testing effect depends on he process or the content. Used 2（review conditions：test, restudy）×3（testing condition：A→B、A←B）design , and these two factors were both between-subjects, we studied the mechanism of testing effect. What we hypothesized was: If the testing effect depends on the content, the testing effect should be different under the “A→B” and “A←B” testing conditions; If the testing effect depends on the process, the testing effect should have no difference under the “A→B” and “A←B” testing conditions. The results of this experiment were: there is no difference of testing effect between the condition of “A→B” and “A←B”. That meant the testing effect depends on the process. The conclusions of this study are: the proper interval of the testing effect for the 11 years old participants is 1week; under this study condition，the testing effect depends on the process, not the content. Using ‘A→B’and ‘A←B’ ways during retrieving is an effective way to separate the process depended of testing effect from content depended.

摘要：

测试效应是指复习时对所学习材料进行提取比重学能更好地促进记忆。本研究利用低关联度名词词对作为实验材料来探讨测试效应的作用机制是过程依赖还是内容依赖。实验1的目的是考察记忆时程对测试效应的影响。实验采用2（复习条件：测试、重学）×3（测验间隔：5分钟、2天、1周）混合设计探究测试效应产生的时程。实验结果：间隔5分钟和2天时，没有出现测试效应；间隔1周时出现了测试效应。可见1周是本实验条件下测试效应比较敏感的时程条件。实验2的目的是考察测试效应是过程依赖还是内容依赖。根据实验1的结果，选择1周时程，采用2（复习条件：测试、重学）×2（测验方式：A→B、A←B）被试间设计，探索测试效应的产生依赖于测试的过程还是内容。研究的基本假设：如果测试效应依赖于测试的内容，那么在测试方式为A→B与A←B两种条件下，其测试效应大小应有所不同；如果测试效应依赖于测试过程，那么测试方式为A→B与A←B条件下，测试效应的大小应该没有差异。结果发现：无论测试时是A→B还是A←B，其测试效应的大小没有区别。说明测试效应是有赖于复习时测试的过程。