摘 要：测试效应的研究表明，“学习”并非只发生在编码阶段，测试或提取练习除了可评估知识掌握程度之外，在某些情况下它比再次学习能更好地促进长时记忆保持。文章从如下方面概述了国外关于测试效应的研究：（1）在自由回忆、配对联想学习、再认和模拟教育情境等不同性质的实验任务下测试对学习的积极作用；（2）测试可能导致的消极作用，介绍有关提取导致遗忘，测试的消极暗示效应，测试与错误记忆等方面的研究；（3）介绍信息额外呈现理论，过度学习理论，提取努力理论，必要难度理论，迁移适当加工理论等测试效应的有关理论及其发展沿革。最后，结合研究中的争议及教学应用做了思考，并指出有待进一步研究的问题。

关键词：测试效应，消极效应，提取，长时记忆。

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Researches Overseas on Testing Effect: A Review

ZHANG Jin-Kun1, 2, BAI Xue-Jun1, YANG Li-Xian3
(1Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China)
(2College of Education Science and Technology, Fujian Normal University, Fuzhou 350007, China)
(3Department of Psychology, East China Normal University, Shanghai 200062, China)

Abstract: Findings on testing effect indicate that learning doesn’t occur only by encoding, and testing doesn’t just serve as an evaluating tool as well. Testing or retrieval practice can enhance later retention more than additional study of the material, this happens even when there is no feedback after testing. The authors try to review the empirical literature about testing effect from the following aspects: The positive effect of testing under different experimental conditions, such as free recall, paired-associate learning, recognition, and also the basic effects in educational settings; the negative effect of testing including retrieval induced forgetting, negative suggestion effects and false memory; theories account for the positive testing effect based on different perspectives, such as additional exposure, over-learning, effortful retrieval, desirable difficulties and transfer-appropriate processing. At last the authors discuss some inconsistent results of the current studies and the implication of testing effect, and expect the future research.

Key words: testing effect, negative effect, retrieve, long-term memory.

转引自：心理科学进展 2008，16（4）：661-670