Given the finding that retrieval practice improves memory, it is frequently suggested that students test themselves while studying. This study examined whether participants benefit from testing if they create and use their own test questions. In Experiment 1, participants read passages, generated questions about the passages, and then either answered their questions as they created them (the procedure used in previous studies) or after a delay. In Experiments 2 and 3, participants either generated questions and answered them after a delay (i.e., self-testing), answered experimenter-provided questions, or reread the passages before taking a final test administered shortly after learning or following a 2-day delay. The experiments found no benefits of answering one's own questions after a delay. In fact, those who self-tested tended to have worse performance on a final assessment of learning than the other learning conditions. Exploratory analyses suggested that participants' questions often did not target material that was on the later criterion test, which may explain why self-testing was not beneficial. The present study suggests that testing may not benefit learning if students create their own test questions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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测试自行生成的问题与实验者提供的问题的效果。

鉴于检索练习可以提高记忆力的发现，人们经常建议学生在学习时进行自我测试。这项研究考察了参与者如果创建并使用自己的测试问题是否会从测试中受益。在实验 1 中，参与者阅读段落，提出有关段落的问题，然后在创建问题时回答问题（之前研究中使用的程序）或在延迟后回答。在实验 2 和 3 中，参与者要么提出问题并在延迟后回答（即自测），要么回答实验者提供的问题，要么在学习后不久或延迟 2 天后进行最终测试之前重读段落。 。实验发现，延迟回答自己的问题并没有什么好处。事实上，那些进行自我测试的人在最终学习评估中的表现往往比其他学习条件下的表现更差。探索性分析表明，参与者的问题通常不针对后来标准测试的材料，这可以解释为什么自我测试没有好处。目前的研究表明，如果学生自己创建测试问题，测试可能不会有利于学习。（PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。