作业帮求以下英语摘要的中文翻译
来源：学生作业帮 编辑：作业帮 分类：英语作业 时间：2024/07/04 20:14:05
求以下英语摘要的中文翻译
Retrieval practice of previously studied information seems to be more effective in the long
run than restudying the information – a phenomenon called the testing effect. In the present
study, we investigated whether individual differences in the testing effect can be attributed
to variation in gist trace processing. One-hundred-thirty-one participants (7–13 years
old children) studied twelve DRM word lists in a within-subject design with learning
(restudying vs. taking an intervening free recall test) as a factor. Each of the participants
took a final yes/no recognition test 1 week after the study phase. A latent class analysis
on the final-test data revealed three classes. One class of children did not show a testing
effect. In the other two classes strong testing effects emerged, but the magnitude of the
effect differed in these two classes. Furthermore, the three classes differed in false recognition
of semantically related distractors, suggesting that the testing effect is related to differences
in gist processing. We interpreted our findings in terms of fuzzy trace theory.
\2 2011 Elsevier Inc. All rights reserved.
Retrieval practice of previously studied information seems to be more effective in the long
run than restudying the information – a phenomenon called the testing effect. In the present
study, we investigated whether individual differences in the testing effect can be attributed
to variation in gist trace processing. One-hundred-thirty-one participants (7–13 years
old children) studied twelve DRM word lists in a within-subject design with learning
(restudying vs. taking an intervening free recall test) as a factor. Each of the participants
took a final yes/no recognition test 1 week after the study phase. A latent class analysis
on the final-test data revealed three classes. One class of children did not show a testing
effect. In the other two classes strong testing effects emerged, but the magnitude of the
effect differed in these two classes. Furthermore, the three classes differed in false recognition
of semantically related distractors, suggesting that the testing effect is related to differences
in gist processing. We interpreted our findings in terms of fuzzy trace theory.
\2 2011 Elsevier Inc. All rights reserved.
Retrieval practice of previously studied information seems to be more effective in the long
run than restudying the information – a phenomenon called the testing effect.In the present
study,we investigated whether individual differences in the testing effect can be attributed
to variation in gist trace processing.One-hundred-thirty-one participants (7–13 years
old children) studied twelve DRM word lists in a within-subject design with learning
(restudying vs.taking an intervening free recall test) as a factor.Each of the participants
took a final yes/no recognition test 1 week after the study phase.A latent class analysis
on the final-test data revealed three classes.One class of children did not show a testing
effect.In the other two classes strong testing effects emerged,but the magnitude of the
effect differed in these two classes.Furthermore,the three classes differed in false recognition
of semantically related distractors,suggesting that the testing effect is related to differences
in gist processing.We interpreted our findings in terms of fuzzy trace theory.
\2 2011 Elsevier Inc.All rights reserved.
检索以前的研究资料的做法似乎更良好的长期效果
跑得比信息的再思考 - 这种现象被称为测试的效果.在目前的
研究中,我们无论是在试验效果的个体差异可以归因
在精神的变化跟踪处理.有一百三十一个参与者（7-13年
岁儿童）研究了内学科设计十二字列出了学习的DRM
（再论主场迎战采取一种干预自由回忆测试）的一个因素.每个参与者
采取了最后是/否认测验后1周的研究阶段.一个潜在类别分析
在最终测试数据显示三个类.一类的儿童并没有显示出测试
效果.在其他两个类出现了强劲的测试效果,但幅度
效果各不相同,这两个类.此外,三类不同的错误再认
语义相关的干扰,这表明有关测试的效果差异
简言之处理.我们解释的模糊痕迹理论方面我们的研究结果.
2011年爱思唯尔公司保留所有权利.
run than restudying the information – a phenomenon called the testing effect.In the present
study,we investigated whether individual differences in the testing effect can be attributed
to variation in gist trace processing.One-hundred-thirty-one participants (7–13 years
old children) studied twelve DRM word lists in a within-subject design with learning
(restudying vs.taking an intervening free recall test) as a factor.Each of the participants
took a final yes/no recognition test 1 week after the study phase.A latent class analysis
on the final-test data revealed three classes.One class of children did not show a testing
effect.In the other two classes strong testing effects emerged,but the magnitude of the
effect differed in these two classes.Furthermore,the three classes differed in false recognition
of semantically related distractors,suggesting that the testing effect is related to differences
in gist processing.We interpreted our findings in terms of fuzzy trace theory.
\2 2011 Elsevier Inc.All rights reserved.
检索以前的研究资料的做法似乎更良好的长期效果
跑得比信息的再思考 - 这种现象被称为测试的效果.在目前的
研究中,我们无论是在试验效果的个体差异可以归因
在精神的变化跟踪处理.有一百三十一个参与者（7-13年
岁儿童）研究了内学科设计十二字列出了学习的DRM
（再论主场迎战采取一种干预自由回忆测试）的一个因素.每个参与者
采取了最后是/否认测验后1周的研究阶段.一个潜在类别分析
在最终测试数据显示三个类.一类的儿童并没有显示出测试
效果.在其他两个类出现了强劲的测试效果,但幅度
效果各不相同,这两个类.此外,三类不同的错误再认
语义相关的干扰,这表明有关测试的效果差异
简言之处理.我们解释的模糊痕迹理论方面我们的研究结果.
2011年爱思唯尔公司保留所有权利.