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  3. For years, many educators have championed "errorless learning," advising teachers (and students) to create study conditions that

For years, many educators have championed "errorless learning," advising teachers (and students) to create study conditions that

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问题     For years, many educators have championed "errorless learning," advising teachers (and students) to create study conditions that do not permit errors. The idea embedded in this approach is that if students make errors, they will learn the errors and be prevented or slowed in learning the correct information. But research by Nate Kornell at U. C. L. A. reveals that this worry is misplaced. In fact, they found, learning becomes better if conditions are arranged so that students make errors.
    People remember things better, longer, if they are given very challenging tests on the material, tests at which they are bound to fail. In a series of experiments, they showed that if students make an unsuccessful attempt to retrieve information before receiving an answer, they remember the information better than in a control condition in which they simply study the information. Trying and failing to retrieve the answer is actually helpful to learning.
    In one of their experiments, students were required to learn pairs of "weak associates," words that are loosely related such as star—night. In the pretest condition, students were given the first word of the pair (star— ???) and told to try to generate the second member that they would have to later remember. They had 8 seconds to do so. At that point they were given the target pair for 5 seconds. In the control condition, students were given the pair to study for 13 seconds.
    The team found that students remembered the pairs much better when they first tried to retrieve the answer before it was shown to them. Studying a pair for 13 seconds produces worse recall than studying the pair for 5 seconds, if students in the latter condition spent the previous 8 seconds trying to retrieve or guess the answer. But the effect averaged about 10 percent better recall, and occurred both immediately after study and after a delay averaging 38 hours.
    In another experiment, students were asked to read an essay and prepare for a test on it. However, in the pretest condition they were asked questions about the passage before reading it. Asking these kinds of question before reading the passage obviously focuses students’ attention on the critical concepts. To control this "direction of attention" issue, in the control condition students were either given additional time to study, or the researchers focused their attention on the critical passages in one of several ways: by italicizing the critical section, by holding the key term that would be tested, or by a combination of strategies. However, in all the experiments they found an advantage in having students first guess the answers.
    Of course, these are general-purpose strategies and work for any type of material, not just textbooks. And remember, even if you get the questions wrong as you self-test yourself during study the process is still useful, indeed much more useful than just studying. Getting the answer wrong is a great way to learn. [503 words]
The experiment about star—night is used to show the effect of______.
选项 A、paired-associate learning
B、dividing a learning process into segments
C、learning by making mistakes
D、testing in language teaching
答案C
解析 本题考查写作目的。
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