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Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning?
Journal of Experimental Psychology: Applied ( IF 2.813 ) Pub Date : 2020-06-04 , DOI: 10.1037/xap0000278
Chunliang Yang 1 , Bukuan Sun 2 , Rosalind Potts 3 , Rongjun Yu 4 , Liang Luo 1 , David R Shanks 3
Affiliation  

Although testing has repeatedly been shown to be one of the most effective strategies for consolidating retention of studied information (the backward testing effect) and facilitating mastery of new information (the forward testing effect), few studies have explored individual differences in the beneficial effects of testing. The current study recruited a large sample (1,032 participants) to explore the potential roles of working memory capacity and test anxiety in the enhancing effects of testing on new learning, and the converse influence of testing on test anxiety. The results demonstrated that administering interim tests during learning appears to be an effective technique to potentiate new learning, regardless of working memory capacity and test anxiety. At a final test on all studied materials, individuals with low working memory capacity benefited more from interim testing than those with high working memory capacity. These testing effects are minimally modulated by levels of trait/state test anxiety, and low-stake interim testing neither reduced nor increased test anxiety. Overall, the results imply that low-stake interim tests can be administered to boost new learning irrespective of learners' level of WMC, test anxiety, and of possible reactive effects of testing on test anxiety. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译:

工作记忆能力和考试焦虑是否会调节考试对新学习的有益影响?

尽管测试一再被证明是巩固研究信息的保留(后向测试效应)和促进新信息的掌握(前向测试效应)的最有效策略之一,但很少有研究探讨个体差异的有益影响。测试。目前的研究招募了一个大样本(1,032 名参与者)来探索工作记忆能力和考试焦虑在测试对新学习的增强作用中的潜在作用,以及测试对考试焦虑的反向影响。结果表明,无论工作记忆容量和考试焦虑如何,在学习过程中进行中期测试似乎是一种有效的技术来加强新的学习。在对所有研究材料的最终测试中,工作记忆容量低的人比工作记忆容量高的人从临时测试中受益更多。这些测试效果受特质/状态测试焦虑水平的影响最小,低风险临时测试既不会减少也不会增加测试焦虑。总体而言,结果表明,无论学习者的 WMC 水平、考试焦虑以及考试对考试焦虑可能产生的反应性影响如何,都可以进行低风险的临时测试来促进新的学习。(PsycInfo 数据库记录 (c) 2020 APA,保留所有权利)。结果表明,无论学习者的 WMC 水平、考试焦虑以及考试对考试焦虑可能产生的反应性影响如何,都可以进行低风险的临时测试来促进新的学习。(PsycInfo 数据库记录 (c) 2020 APA,保留所有权利)。结果表明,无论学习者的 WMC 水平、考试焦虑以及考试对考试焦虑可能产生的反应性影响如何,都可以进行低风险的临时测试来促进新的学习。(PsycInfo 数据库记录 (c) 2020 APA,保留所有权利)。
更新日期:2020-06-04
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