The role of retrieval type and feedback in test-potentiated new learning

This study explored the effects of episodic and semantic retrieval, and feedback presentation, on learning of new complex material. Participants read a text divided into three parts, between which they engaged in (i) content-related (episodic retrieval) or (ii) general-knowledge testing (semantic retrieval), or (iii) reread the previous part. Participants in the two retrieval conditions were randomly assigned to either receive or not to receive feedback on their interpolated test achievement. Learning was measured through multiple choice questions whose distractors were designed specifically to enable capturing proactive interference.

本研究探究了情景记忆检索（episodic retrieval）与语义记忆检索（semantic retrieval），以及反馈呈现方式，对新型复杂材料学习的影响。被试阅读一篇分为三个部分的文本，在各部分阅读间隙需完成三项任务之一：（i）内容关联任务（情景记忆检索）、（ii）常识测试任务（语义记忆检索），或（iii）重读前一部分文本。处于两种检索条件下的被试被随机分配至接受或不接受其插入式测试成绩反馈的组别。学习效果通过多项选择题进行测评，该类试题的干扰项（distractors）专为捕捉前摄干扰（proactive interference）而设计。