This study investigated the effects of retrieval practice on the cognitive and metacognitive learning outcome in a psychology lecture at university. In a within-subjects design, N = 180 students completed an intermediate knowledge test in the 9^th session and a final test in the 13^th session of the semester. Both tests assessed students’ correctness of answering and confidence in their answers. In the final test, items that were intermediately tested were answered as correctly as items that were not intermediately tested. The failure to find a testing effect at the level of cognitive performance could not be attributed to interference with item difficulty, as intermediately tested and not tested items were balanced according to their a priori difficulty. However, testing improved performance at the metacognitive level. Confidence ratings were more accurate and less biased in items that were intermediately tested compared to items not intermediately tested. The results are discussed in the context of metacognitive monitoring as a condition of self-regulated learning in an authentic psychology learning context.

本研究调查了大学心理学讲座中检索练习对认知和元认知学习结果的影响。在一个试内设计，Ñ = 180名学生完成的中间知识试验在9^个中的13个会话和最终测试^次本学期的会议。这两项测试都评估了学生回答的正确性和对回答的信心。在最终测试中，经过中间测试的项目的回答与未经过中间测试的项目一样正确。未能在认知表现水平上找到测试效果不能归因于对项目难度的干扰，因为中间测试和未测试的项目根据其先验难度进行了平衡。然而，测试提高了元认知水平的表现。与未经中间测试的项目相比，经过中间测试的项目的置信度评级更准确且偏差更小。结果在元认知监测的背景下进行了讨论，作为真实心理学学习背景下自我调节学习的条件。