This quasi-experimental study investigated the role of prior psychology knowledge and in-class retrieval activity in the testing effect. Undergraduate introductory psychology students (N = 53) from two classes at a small liberal arts college practiced retrieving information in class with multiple-choice quizzing and concept mapping. Prior psychology knowledge was measured using a 25-item multiple-choice pretest. Both students with high and low prior psychology knowledge had higher scores on examination material that was practiced in class with retrieval-based concept mapping compared to traditional multiple-choice quizzes and to no organized in-class retrieval activity at all. Only students with high prior psychology knowledge had higher scores on quizzed material compared to no organized in-class retrieval practice, and these scores were lower than those on material that was practiced with in-class concept mapping. In comparison to administering multiple-choice quiz questions, a more useful in-class activity might be to have students, especially those with less prior psychology knowledge, practice retrieving material through free recall and connection building activities such as a concept map.

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先验知识和检索工具在测试效果中的作用课堂研究

这项准实验研究调查了先验心理学知识和课堂检索活动在测试效果中的作用。来自一所小型文理学院两个班级的本科心理学入门学生（N = 53）在课堂上练习通过多项选择题测验和概念图检索信息。先前的心理学知识是使用 25 个项目的多项选择预测试来衡量的。与传统的多项选择测验相比，具有高和低先前心理学知识的学生在课堂上使用基于检索的概念映射练习的考试材料得分更高，并且根本没有组织的课堂检索活动。与没有组织的课堂检索练习相比，只有具有较高心理学知识的学生在测验材料上的分数更高，并且这些分数低于通过课堂概念映射练习的材料。与管理多项选择题相比，更有用的课堂活动可能是让学生，尤其是那些先前心理学知识较少的学生，通过自由回忆和建立联系的活动（如概念图）练习检索材料。