期刊
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL
卷 138, 期 4, 页码 469-486出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0017341
关键词
retrieval practice; metacognition; self-regulated learning; study-time allocation; learning strategies
Retrieval practice is a potent technique for enhancing learning, but how often do students practice retrieval when they regulate their own learning? In 4 experiments the subjects learned foreign-language items across multiple study and test periods. When items were assigned to be repeatedly tested, repeatedly studied, or removed after they were recalled, repeated retrieval produced powerful effects on learning and retention. However, when subjects were given control over their own learning and could choose to test, study, or remove items, many subjects chose to remove items rather than practice retrieval, leading to poor retention. In addition, when tests were inserted in the learning phase, attempting retrieval improved learning by enhancing subsequent encoding during study. But when students were given control over their learning they did not attempt retrieval as early or as often as they should to promote the best learning. The experiments identify a compelling metacognitive illusion that occurs during self-regulated learning: Once students can recall an item they tend to believe they have learned it. This leads students to terminate practice rather than practice retrieval, a strategy choice that ultimately results in poor retention.
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