英语一义多词学习中的提取诱发作用研究
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摘要
一般认为,对学习过的知识进行提取练习是保持所学知识的一种有效手段。但是,在提取练习的实验研究中发现,提取练习导致了两种截然不同的学习效果,即存在两种截然不同的提取诱发作用(Retrieval-Induced Function):一种是提取诱发遗忘(Retrieval-Induced Forgetting,简称RIFO),即提取练习导致了对随后测验材料回忆率的下降；另一种是提取诱发促进(Retrieval-Induced Facilitation,简称RIFA),即提取练习促进了所学知识的长时保持。近年来,心理学家们对多领域的提取诱发作用进行了广泛的实验研究和深入探讨,但是,关于导致提取诱发作用产生的原因和影响因素等实验结果和理论上的争论一直存在分歧。
为了进一步深入探讨产生提取诱发作用深层次的原因、影响因素和加工资源性质等问题,作者以在校大学生(汉英双语者)为被试,以英语中陌生一词多义的单词表为主要实验材料,进行了三项实验研究：
第一项研究首先探讨了在存在音形相近词条件下,跨类别提取竞争所产生的提取诱发作用(实验1)。接着通过三个控制实验,分别在无音形相近词的条件下、重复学习活动条件下以及沿用经典提取练习范式下考察存在提取诱发作用的基本条件。实验结果显示,在学习一义多词英语词表中,产生提取诱发作用的基本条件是提取项目的强度竞争。缺乏足够强度的提取竞争或单纯进行重复学习均不会产生提取诱发作用。
第二项研究探讨了对跨类别提取竞争产生提取诱发作用的影响因素。通过3个系列实验分别探讨例词的加工深度对于提取诱发作用的影响(实验2)、不同呈现方式对于提取诱发作用的影响(实验3)和语义相似度对于提取诱发作用的影响(实验4)。实验结果显示：当提取练习词和竞争词采用不同深加工时,对于提取诱发遗忘具有一定程度的削弱；当材料以固定顺序分散呈现或者以随机顺序分散呈现时,对于提取诱发遗忘具有一定程度的削弱；当提取练习词和竞争词的语义相似度高或者亚类别之间的语义相似度低时,对于提取诱发遗忘具有一定程度的削弱。
第三项研究探讨跨类别提取竞争所产生遗忘作用的资源加工性质。其中实验5探讨了工作记忆广度对于提取诱发作用的影响；实验6探讨了数字存储容量对于提取诱发作用的影响。实验结果显示：无论工作记忆广度高低,跨类别提取竞争均会产生一定程度的提取诱发遗忘；高工作记忆广度学习者对于提取练习类别与基线类别中诱饵词的辨别水平差异显著高于低工作记忆广度学习者；跨类别提取竞争对于竞争词的削弱是需要耗费心理资源的控制性加工而非自动化加工。
根据上述实验结果,作者在分析“阻隔说”和“提取抑制说”这两种针锋相对的理论解释的基础之上,从另一个侧面提出了产生提取诱发作用的更深层次的主要原因是“基于提取的强度竞争遗忘”。例词的加工深度、呈现方式以及语义相似度均会对提取诱发作用产生一定程度的影响。这些影响实质上反映了外部情境因素以及内部因素中的提取过程、强度竞争的综合作用对于情景记忆的影响。这些研究结果有助于揭示产生提取诱发作用的实质,并对学生学习一义多词英语单词所采取的学习方式、教师在教学中采取的词汇教学方式具有一定的启示。
It was generally believed that retrieval practice was an effective method of maintaining the knowledges learned. Meanwhile, scientific research relevant to retrieval practice revealed that entirely different learning effects were produced through retrieval practice. That is to say, different retrieval induced functions were fulfilled: retrieval-induced forgetting (henceforth RIFO) and retrieval-induced facilitation (henceforth RIFA). Retrieval-induced forgetting refered to the memory performance of items relevant to retrieval practiced items that fell off in the final memory test, and retrieval-induced facilitation touched on the promoting effects of items learned through retrieval practice. In recent years, retrieval-induced functions were investigated through wide range of emprical evidences. But the reason for producing the retrieval-induced functions, the influcing factors of the retrieval-induced functions along with the theortical disputation were the focus issues and under debate.
In order to further explore the issues including the deep cause of retrieval-induced functions, the influecing factors, and the characters of processing resources, with the participation of college students (Chinese-English bilinguals), three experimental studies were conducted by means of using unfamiliar English homoionym word lists as experimental materials.
For the first aspect, retrieval-induced functions in the conditions of the words whose phonology and/or orthography were similar with practiced words were discussed. In experiment 1, we investigated that cross category retrieval competition involved in the retrieval activities according to retrieval practice paradigm. Control experiment 1a, 1b, and 1c respectively investigated the basic condition of the existence of such function from three situations:whether the retrieval-induced functions exist when words whose phonology and/or orthography were similar with practiced words were missing; the retrieval-induced functions were when repeated study phase replaced the retrieval practice phase, and what the retrieval-induced functions were when classic retrieval practice paradigm was used. The results showed that when the English homoionym words learning happened, retrieval-induced forgetting emerged and such retrieval-induced function relied on strength competition including features of retrieval. The competition of no enough strength and repeated study would not trigger retrieval-induced functions.
Experiments of second part explored the influencing factors of retrieval-induced forgetting when cross category retrieval competitions produced. Experiment 2 invetigated the issues about the impact of depth of processing on retrieval-induced function, including Experiment 2a which explored the impact of the same deep processing styles which practiced words and competed words were taken on retrieval-induced functions, Experiment 2b which explored the impact of different deep processing styles which practiced words and competed words were used on retrieval-induced functions, and Experiment 2c which explored the impact of deep processing styles which practiced words were used along with shallow processing styles which competed words were used on retrieval-induced functions. Next, Experiment 3 explored the impact of different appearance of materials on retrieval-induced functions. At last, Experiment 4 explored the impact of semantic similarity levels on retrieval-induced functions. The results showed that retrieval-induced functions were weakened under some circumstances:different deep processing styles the learner adopt; the appearance of words in the same order or in the different order by spaced repetitions; the high semantic similarty of relevent words or the low semantic similarty of sub-categories.
Experiments of third part discussed the characters of processing resources when cross category retrieval competitions produced retrieval-induced forgetting. Experiment 5 and experiment 6 respectively discussed the impact of memory span and number storage on retrieval-induced functions. The results showed that cross category retrieval competitions produced retrieval-induced forgetting to some extent no matter what levels of memory span; the discrepancy levels of discriminating lure words between retrieval practiced categories and baseline categories for high levels of memory span learners were higher than low levels of memory span learners; the competed words were weakened through cross category retrieval competition involved in resource-consuming processing not automatic processing..
Above all, this study detailedly investigated the retrieval-induced functions involved in English homoionym words learning through a series of experiments. Based on analysis of contradictions between block accounts and retrieval inhibition, we argued that retrieval-induced functions were produced mainly through "retrieval-based strength competition"; the depth of processing, the appearance styles, and the semantic similarity had some influences on retrieval-induced functions. In essence, it reflected that episodic forgetting were the results of integration of outward situation, retrieval activities, and strength competition. The results of this study had some implications for effective ways of English homoionym words learning and lexical teaching way in classroom.
为了进一步深入探讨产生提取诱发作用深层次的原因、影响因素和加工资源性质等问题,作者以在校大学生(汉英双语者)为被试,以英语中陌生一词多义的单词表为主要实验材料,进行了三项实验研究：
第一项研究首先探讨了在存在音形相近词条件下,跨类别提取竞争所产生的提取诱发作用(实验1)。接着通过三个控制实验,分别在无音形相近词的条件下、重复学习活动条件下以及沿用经典提取练习范式下考察存在提取诱发作用的基本条件。实验结果显示,在学习一义多词英语词表中,产生提取诱发作用的基本条件是提取项目的强度竞争。缺乏足够强度的提取竞争或单纯进行重复学习均不会产生提取诱发作用。
第二项研究探讨了对跨类别提取竞争产生提取诱发作用的影响因素。通过3个系列实验分别探讨例词的加工深度对于提取诱发作用的影响(实验2)、不同呈现方式对于提取诱发作用的影响(实验3)和语义相似度对于提取诱发作用的影响(实验4)。实验结果显示：当提取练习词和竞争词采用不同深加工时,对于提取诱发遗忘具有一定程度的削弱；当材料以固定顺序分散呈现或者以随机顺序分散呈现时,对于提取诱发遗忘具有一定程度的削弱；当提取练习词和竞争词的语义相似度高或者亚类别之间的语义相似度低时,对于提取诱发遗忘具有一定程度的削弱。
第三项研究探讨跨类别提取竞争所产生遗忘作用的资源加工性质。其中实验5探讨了工作记忆广度对于提取诱发作用的影响；实验6探讨了数字存储容量对于提取诱发作用的影响。实验结果显示：无论工作记忆广度高低,跨类别提取竞争均会产生一定程度的提取诱发遗忘；高工作记忆广度学习者对于提取练习类别与基线类别中诱饵词的辨别水平差异显著高于低工作记忆广度学习者；跨类别提取竞争对于竞争词的削弱是需要耗费心理资源的控制性加工而非自动化加工。
根据上述实验结果,作者在分析“阻隔说”和“提取抑制说”这两种针锋相对的理论解释的基础之上,从另一个侧面提出了产生提取诱发作用的更深层次的主要原因是“基于提取的强度竞争遗忘”。例词的加工深度、呈现方式以及语义相似度均会对提取诱发作用产生一定程度的影响。这些影响实质上反映了外部情境因素以及内部因素中的提取过程、强度竞争的综合作用对于情景记忆的影响。这些研究结果有助于揭示产生提取诱发作用的实质,并对学生学习一义多词英语单词所采取的学习方式、教师在教学中采取的词汇教学方式具有一定的启示。
It was generally believed that retrieval practice was an effective method of maintaining the knowledges learned. Meanwhile, scientific research relevant to retrieval practice revealed that entirely different learning effects were produced through retrieval practice. That is to say, different retrieval induced functions were fulfilled: retrieval-induced forgetting (henceforth RIFO) and retrieval-induced facilitation (henceforth RIFA). Retrieval-induced forgetting refered to the memory performance of items relevant to retrieval practiced items that fell off in the final memory test, and retrieval-induced facilitation touched on the promoting effects of items learned through retrieval practice. In recent years, retrieval-induced functions were investigated through wide range of emprical evidences. But the reason for producing the retrieval-induced functions, the influcing factors of the retrieval-induced functions along with the theortical disputation were the focus issues and under debate.
In order to further explore the issues including the deep cause of retrieval-induced functions, the influecing factors, and the characters of processing resources, with the participation of college students (Chinese-English bilinguals), three experimental studies were conducted by means of using unfamiliar English homoionym word lists as experimental materials.
For the first aspect, retrieval-induced functions in the conditions of the words whose phonology and/or orthography were similar with practiced words were discussed. In experiment 1, we investigated that cross category retrieval competition involved in the retrieval activities according to retrieval practice paradigm. Control experiment 1a, 1b, and 1c respectively investigated the basic condition of the existence of such function from three situations:whether the retrieval-induced functions exist when words whose phonology and/or orthography were similar with practiced words were missing; the retrieval-induced functions were when repeated study phase replaced the retrieval practice phase, and what the retrieval-induced functions were when classic retrieval practice paradigm was used. The results showed that when the English homoionym words learning happened, retrieval-induced forgetting emerged and such retrieval-induced function relied on strength competition including features of retrieval. The competition of no enough strength and repeated study would not trigger retrieval-induced functions.
Experiments of second part explored the influencing factors of retrieval-induced forgetting when cross category retrieval competitions produced. Experiment 2 invetigated the issues about the impact of depth of processing on retrieval-induced function, including Experiment 2a which explored the impact of the same deep processing styles which practiced words and competed words were taken on retrieval-induced functions, Experiment 2b which explored the impact of different deep processing styles which practiced words and competed words were used on retrieval-induced functions, and Experiment 2c which explored the impact of deep processing styles which practiced words were used along with shallow processing styles which competed words were used on retrieval-induced functions. Next, Experiment 3 explored the impact of different appearance of materials on retrieval-induced functions. At last, Experiment 4 explored the impact of semantic similarity levels on retrieval-induced functions. The results showed that retrieval-induced functions were weakened under some circumstances:different deep processing styles the learner adopt; the appearance of words in the same order or in the different order by spaced repetitions; the high semantic similarty of relevent words or the low semantic similarty of sub-categories.
Experiments of third part discussed the characters of processing resources when cross category retrieval competitions produced retrieval-induced forgetting. Experiment 5 and experiment 6 respectively discussed the impact of memory span and number storage on retrieval-induced functions. The results showed that cross category retrieval competitions produced retrieval-induced forgetting to some extent no matter what levels of memory span; the discrepancy levels of discriminating lure words between retrieval practiced categories and baseline categories for high levels of memory span learners were higher than low levels of memory span learners; the competed words were weakened through cross category retrieval competition involved in resource-consuming processing not automatic processing..
Above all, this study detailedly investigated the retrieval-induced functions involved in English homoionym words learning through a series of experiments. Based on analysis of contradictions between block accounts and retrieval inhibition, we argued that retrieval-induced functions were produced mainly through "retrieval-based strength competition"; the depth of processing, the appearance styles, and the semantic similarity had some influences on retrieval-induced functions. In essence, it reflected that episodic forgetting were the results of integration of outward situation, retrieval activities, and strength competition. The results of this study had some implications for effective ways of English homoionym words learning and lexical teaching way in classroom.
引文
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