English-defined Role Of Retrieval-induced Multi-word Learning Research

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.