The type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall tasks led to better retention of further information from the learning contents. Concerning indirect effects, short-answer tasks improved metacognitive calibration; free-recall tasks increased self-efficacy and situational interest. These findings confirm the assumption that the effects of retrieval practice depend on the type of recall task: short-answer tasks help us remember targeted information units and foster metacognitive calibration. Free-recall tasks help us remember a broader spectrum of information, and they foster motivational factors.

回忆任务的类型可能会严重影响通过检索练习进行学习的效果。在主题内设计中，有54名大学生学习了两个说明性文本，然后进行了带有简短回答任务（目标检索）或自由召回任务（整体检索）的检索练习。关于检索实践的直接效果，短答案任务导致从学习内容中直接检索的目标信息的保留增加，而自由回忆任务导致从学习内容中进一步保留更多的信息。关于间接影响，简短回答任务改善了元认知校准；自由召回任务提高了自我效能感和情境兴趣。这些发现证实了以下假设：检索实践的效果取决于召回任务的类型：简短回答任务可帮助我们记住目标信息单元并促进元认知校准。免费召回任务可以帮助我们记住更广泛的信息，并且可以激发动机因素。