{"title":"检索练习与生成记忆法:化学学习策略使用的启示。","authors":"Jonathan G Tullis, Di Zhang","doi":"10.1037/xap0000544","DOIUrl":null,"url":null,"abstract":"<p><p>Many researchers and educators have strongly advocated for utilizing retrieval practice to improve student learning and grades. Yet, the mnemonic consequences of retrieval practice have almost exclusively been compared to rereading, which is a passive, ineffective study strategy. Across two experiments that each included 69 college student participants conducted in the 2022-2023 academic year, we tested how practice retrieving chemistry concepts impacts memory and transfer compared to generating mnemonics (and rereading). Learning was assessed either after 5 min or 2 days. Practicing retrieval and generating mnemonics both bolstered memory and transfer compared to restudying but did not yield different test performance from each other. Practicing retrieval took about half as much time as generating mnemonics, revealing its efficiency for learning complex concepts. However, participants rated generating mnemonics as more effective than practicing retrieval. We discuss the implications of these results for learners' study and for theories of retrieval practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Retrieval practice versus generating mnemonics: Implications for study strategy use in chemistry.\",\"authors\":\"Jonathan G Tullis, Di Zhang\",\"doi\":\"10.1037/xap0000544\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Many researchers and educators have strongly advocated for utilizing retrieval practice to improve student learning and grades. Yet, the mnemonic consequences of retrieval practice have almost exclusively been compared to rereading, which is a passive, ineffective study strategy. Across two experiments that each included 69 college student participants conducted in the 2022-2023 academic year, we tested how practice retrieving chemistry concepts impacts memory and transfer compared to generating mnemonics (and rereading). Learning was assessed either after 5 min or 2 days. Practicing retrieval and generating mnemonics both bolstered memory and transfer compared to restudying but did not yield different test performance from each other. Practicing retrieval took about half as much time as generating mnemonics, revealing its efficiency for learning complex concepts. However, participants rated generating mnemonics as more effective than practicing retrieval. We discuss the implications of these results for learners' study and for theories of retrieval practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>\",\"PeriodicalId\":48003,\"journal\":{\"name\":\"Journal of Experimental Psychology-Applied\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2025-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Experimental Psychology-Applied\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1037/xap0000544\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Experimental Psychology-Applied","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/xap0000544","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
引用次数: 0
摘要
许多研究人员和教育工作者都强烈主张利用检索练习来提高学生的学习和成绩。然而,检索练习的记忆效果几乎完全与重读相比较,重读是一种被动的、无效的学习策略。在2022-2023学年进行的两个实验中,每个实验都有69名大学生参与,我们测试了与生成助记法(和重读)相比,练习检索化学概念如何影响记忆和转移。学习情况在5分钟或2天后进行评估。与重新学习相比,练习检索和生成助记法都能增强记忆和转移,但两者在测试中的表现并没有什么不同。练习检索所花费的时间大约是生成助记法的一半,这显示了它在学习复杂概念方面的效率。然而,参与者认为生成记忆法比练习检索更有效。我们讨论了这些结果对学习者学习和检索实践理论的意义。(PsycInfo Database Record (c) 2025 APA,版权所有)。
Retrieval practice versus generating mnemonics: Implications for study strategy use in chemistry.
Many researchers and educators have strongly advocated for utilizing retrieval practice to improve student learning and grades. Yet, the mnemonic consequences of retrieval practice have almost exclusively been compared to rereading, which is a passive, ineffective study strategy. Across two experiments that each included 69 college student participants conducted in the 2022-2023 academic year, we tested how practice retrieving chemistry concepts impacts memory and transfer compared to generating mnemonics (and rereading). Learning was assessed either after 5 min or 2 days. Practicing retrieval and generating mnemonics both bolstered memory and transfer compared to restudying but did not yield different test performance from each other. Practicing retrieval took about half as much time as generating mnemonics, revealing its efficiency for learning complex concepts. However, participants rated generating mnemonics as more effective than practicing retrieval. We discuss the implications of these results for learners' study and for theories of retrieval practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍:
The mission of the Journal of Experimental Psychology: Applied® is to publish original empirical investigations in experimental psychology that bridge practically oriented problems and psychological theory. The journal also publishes research aimed at developing and testing of models of cognitive processing or behavior in applied situations, including laboratory and field settings. Occasionally, review articles are considered for publication if they contribute significantly to important topics within applied experimental psychology. Areas of interest include applications of perception, attention, memory, decision making, reasoning, information processing, problem solving, learning, and skill acquisition.