{"title":"测试效应的工作记忆双过程模型","authors":"Yicong Zheng, Aike Shi, Xiaonan L. Liu","doi":"10.1038/s41539-024-00268-0","DOIUrl":null,"url":null,"abstract":"<p>This Perspective article expands on a working memory-dependent dual-process model, originally proposed by Zheng et al.<sup>1</sup>, to elucidate individual differences in the testing effect. This model posits that the testing effect comprises two processes: retrieval-attempt and post-retrieval re-encoding. We substantiate this model with empirical evidence and propose future research. This model invites further studies on the trade-off between testing benefits and WM demands, facilitating the development of personalized educational practices.</p>","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"6 1","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A working memory dependent dual process model of the testing effect\",\"authors\":\"Yicong Zheng, Aike Shi, Xiaonan L. Liu\",\"doi\":\"10.1038/s41539-024-00268-0\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This Perspective article expands on a working memory-dependent dual-process model, originally proposed by Zheng et al.<sup>1</sup>, to elucidate individual differences in the testing effect. This model posits that the testing effect comprises two processes: retrieval-attempt and post-retrieval re-encoding. We substantiate this model with empirical evidence and propose future research. This model invites further studies on the trade-off between testing benefits and WM demands, facilitating the development of personalized educational practices.</p>\",\"PeriodicalId\":48503,\"journal\":{\"name\":\"npj Science of Learning\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-09-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"npj Science of Learning\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1038/s41539-024-00268-0\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"npj Science of Learning","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1038/s41539-024-00268-0","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
A working memory dependent dual process model of the testing effect
This Perspective article expands on a working memory-dependent dual-process model, originally proposed by Zheng et al.1, to elucidate individual differences in the testing effect. This model posits that the testing effect comprises two processes: retrieval-attempt and post-retrieval re-encoding. We substantiate this model with empirical evidence and propose future research. This model invites further studies on the trade-off between testing benefits and WM demands, facilitating the development of personalized educational practices.
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