In educational settings, tests are typically used to assess learning. However, research has also shown that tests can enhance retention, often to a greater degree than restudying (i.e., the testing effect). Understanding how these encoding effects of retrieval differ from other forms of encoding is important for applications of the testing effect. One potential difference relates to attention: Divided attention (DA) is well known to disrupt memory encoding but typically has much less impact on memory retrieval. Less is known about the relative attentional demands of the encoding effects of retrieval. Because students are often challenged by distractions while learning, it is important to examine the testing effect, and its relation to attention, with materials and methods more typical of educational settings. Participants studied foreign language word pairs (Experiments 1 and 2) or educational texts (Experiment 3), restudied or retrieved those materials under full attention (FA) or DA, and then took a final test two days later. In each experiment, a testing effect was found under both FA and DA and the level of disruption from DA was similar for both learning conditions. Consequently, the testing effect persists even when retrieval occurs under distraction, and the encoding effects of retrieval and restudy appear to be similarly susceptible to distraction when learning complex educational information. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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注意力分散的测试效果：教育应用。

在教育环境中，测试通常用于评估学习。但是，研究还表明，测试可以提高保留率，通常比重新学习（即测试效果）更大。了解测试的这些编码效果与其他形式的编码有何不同，对于测试效果的应用很重要。一种潜在的差异与注意力有关：分散注意力（DA）会破坏内存编码，但通常对内存检索的影响要小得多。关于检索的编码效果的相对注意要求知之甚少。由于学生在学习过程中经常会受到干扰的困扰，因此使用更典型的教育环境中的材料和方法来检查测试效果及其与注意力的关系非常重要。参与者研究了外语单词对（实验1和2）或教育课本（实验3），在全神贯注（FA）或DA下重新研究或检索了这些材料，然后在两天后进行了最终测试。在每个实验中，在FA和DA下都发现了测试效果，并且两种学习条件下DA的破坏水平都相似。因此，即使在注意力分散的情况下进行检索，测试效果也将持续存在，并且在学习复杂的教育信息时，检索和重读的编码效果似乎同样容易分散注意力。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。在每个实验中，在FA和DA下都发现了测试效果，并且两种学习条件下DA的破坏水平都相似。因此，即使在注意力分散的情况下进行检索，测试效果也将持续存在，并且在学习复杂的教育信息时，检索和重读的编码效果似乎同样容易分散注意力。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。在每个实验中，在FA和DA下都发现了测试效果，并且两种学习条件下DA的破坏水平都相似。因此，即使在注意力分散的情况下进行检索，测试效果也将持续存在，并且在学习复杂的教育信息时，检索和重读的编码效果似乎同样容易分散注意力。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。