原文標(biāo)題：Why Testing Improves Memory: Mediator Effectiveness Hypothesis
原文作者：Mary A. Pyc* and Katherine A. Rawson
發(fā)表：science证薇，2010.10.15
前文Science報道，通過實驗證明retrieval（測試匆篓，考試）的效果要比restudy的效果要好浑度。但是沒有介紹，為什么這種現(xiàn)象產(chǎn)生奕删。這邊報道提供了一種假設(shè)叫做”媒介假設(shè)“俺泣。
文章開頭：
An intuitive but incorrect assumption isthat learning only occurs during study and that testing is useful only forevaluating the state of memory (1). However, testing improves memory, asdemonstrated with a wide variety of materials and learners (2). Given thewealth of research establishing the empirical benefits of testing,it issurprising that the mechanisms underlying testing effects are not wellunderstood.
所以這篇文章是為了解釋考試為什么提高記憶。
提出假設(shè)：
We propose the mediator effectivenesshypothesis, stating that testing improves memory by supporting the use ofmore-effective mediators during encoding (a mediator is a word, phrase, orconcept that links a cue to a target).What makes a mediator effective? Two keyfactors are mediator retrieval (i.e., mediator is recallable when prompted withthe cue) and mediator decoding (i.e., mediator elicits the target from memory)(3). The mediator effectiveness
hypothesis assumes that mediators generatedduring testing (versus restudy only) are more likely to be subsequentlyretrieved and decoded, increasing recall of target responses.
媒介假設(shè)---媒介可以是一個詞完残、短語或者一個概念伏钠。這種媒介起作用必須有兩個關(guān)鍵因素：1.根據(jù)提示能夠回憶起這個mediator；2.通過mediator可以解碼---可以回憶去目標(biāo)谨设。
設(shè)計實驗：
To test this hypothesis, we presented 118participants with 48 Swahili-English translation pairs (e.g., wingu-cloud) foran initial study trial and then three blocks of practice trials. In the test-restudygroup, each practice trial for an item involved a cued recall test followedimmediately by restudy. In the restudy group, each trial involved only restudy.
分為兩個組：test-restudy組熟掂，restudy組。
實驗結(jié)果：
test-restudy practice produced almost a threefold increase in final testperformance in the C group (Fig. 1A) As converging evidence, the same patternis apparent when examining recall as a function of mediator retrieval in theCMR group (Fig. 1B).
討論：
Results support the mediator effectivenesshypothesis and offer one theoretical explanation for why testing is beneficialfor memory: Mediators generated during encoding are more effective (i.e., morelikely to be retrieved and decoded) with test-restudy versus restudy practice.We are not claiming that mediator effectiveness is the only mechanismunderlying testing effects. However, mediator effectiveness may be an importantcontributor.
Why did testing yield more-effectivemediators?
Successfully retrieving mediators duringpractice may enhance their memory strength. Additionally, retrieval failuresduring encoding may promote shifting from less- to more-effective mediators(5), and retrieval failure occurs during testing but not restudy.
test-restudy相比restudy的方法更有效扎拣，可能是回顧媒介可以提高記憶強度赴肚，而且回憶媒介失敗了也沒關(guān)系，至少restudy的時候可以講這種mediator從無效進步到有效二蓝。
