提取练习优势研究.PPTXVIP

提取练习优势研究 ;汇报概览;当前研究背景介绍;; 提取练习(Retrieval Practice), 又称测试效应(Test Effect), 是近 10 年来学习与记忆研究的热点问题。在相关研究基础上, 有研究者指出：“提取练习策略相比于传统的学习策略, 如重复学习、过度学习, 能够产生更长时间的记忆保持” (Roediger Karpick, 2006a; Karpicke Roediger, 2008)。;提取练习效应是指在一个等值的时间里, 对某个学习材料进行一次或多次的信息提取要比重复学习这个材料在将来产生更持久的记忆保持, 并且提取会从根本上改变信息的储存方式, 使知识的获得在日后更加易化(Roediger Karpicke,2006b; Karpicke Roediger, 2008; Karpicke Blunt, 2011)。;;;;;;The benefit of retrieval practice over elaborative restudy in primaryschool vocabulary learning 小学词汇学习中，提取练习优于精细重复 ;问题提出;Thus, to be of added value for classroom practice, retrieval practice should be more effective than elaborative restudy. Interestingly, Karpicke and Smith (2012) recently found that adults learning foreign vocabulary under conditions of retrieval practice had better long-term retention than under conditions of imagery or verbal elaboration, but whether this finding generalizes to vocabulary learning in the classroom is still an open question. 在课堂练习中，提取练习比简单重复和精细重复更有效果(推论)。 Karpicke and Smith (2012) 发现成年人在学习外语词汇的时候，提取练习的效果相比于想象加工和言语加工更好。但是，此结论是否能一般化至所有课堂词汇学习中尤其是小学课堂中尚未可知。;实验一;方法 ……a sample of 122 participants (65 boys, 57 girls) witha mean age of 9.18 years (range 7.84–10.60, SD = 0.42). The children knew they participated in an experiment and their parents had given informed consent. 1.1.1 被试和实验设计 来自荷兰的122名3年级学生(65个男孩,57个的女孩)，平均年龄9.18岁(全距= 7.84-10.60,SD = 7.84), 家长知情同意。 ;In this experiment, learning condition (pure restudy, elaborativerestudy, and retrieval practice) was manipulated between subjects. The dependent variables were cued recall as measured by a fill-in-the-blank test and recognition as measured by a multiple-choice test,both administered one week after the learning sessions. 自变量：不同学习条件/策略 三种实验条件： pure restudy （简单重复组）：41名 elaborative restudy （精细重复组）：42名 retrieval practice （提取练习组）：39名; 因变量：学习成绩 一周后对所有被试进行学习效果的检查：选择题和填空题两种形式。 ; 材料 The vocabulary words were selected from existing lea