测试效应(testing effect)是指，与单纯的重复学习相比，自我测试能更加显著地提高学习者长时记忆的保持效果(Tulving, 1967)。实证研究却发现，学习者在日常学习(Karpicke, Butler, & Roediger, 2009; Hagemeier, Holly, & Mason , 2011)和实验情境(Karpicke, 2009)中更倾向于选择重复学习，这与策略选择的适应性相悖。当前研究者认为可能是因为学习者缺乏相关的策略知识(Karpicke, 2009)，或者他们认为自我测试需要花费更多的认知努力(Gardiner, Craik, & Bleasdale, 1973; Jacoby, 1978; 张锦坤, 白学军, 杨丽娴, 2010)，从而较少选择。从策略选择的学习理论(Rieskamp & Otto, 2006)和损益理论(Payne, Bettman, &Johnson, 1988)来看，这两种解释都有一定的合理性，但还缺乏实证研究的支持。本研究采用世界语-汉语词对为材料，以高中生为研究对象，探讨学习者策略选择的影响因素，为已有的研究推论提供实证支持。整体研究框架如下：研究一，采用调查法和实验法，考查学习者在日常学习、情境测验和实验情境中的策略选择，以及学习者在两种策略上的记忆成绩和付出的认知努力程度。研究二，采用有/无选择法和微观调节法，考查有无策略知识学习者策略选择的差异以及策略知识干预和策略准确性反馈对策略选择的影响。研究三，考查策略有效性反馈和认知努力权衡对学习者策略选择的影响。主要研究结论如下：(1)学习者在日常学习、情境测验和实验情境中选择重复学习的比例较高。(2)半数以上学习者具备测试效应相关的策略知识，即他们能意识到在长时记忆的保持效果上，自我测试策略优于重复学习策略。(3)有无测试效应相关知识的被试在策略选择上并无差异；对于无策略知识的被试，外部的策略知识干预会显著地影响其选择自我测试策略的比例。(4)记忆策略准确性反馈能在一定程度上影响学习者的策略选择。在学习过程中附加认知负荷以后，学习者选择高准确性记忆策略的比例增加；但在附加认知负荷以前，则无显著差异。(5)学习者在重复学习和自我测试两种记忆策略中进行选择时，会综合权衡策略所需的认知努力水平以及记忆准确性两个因素。

Testing effect is that self-test can improve long-term memory more significantly, compared with a simple repetitive learning(Tulving, 1967). Empirical studies have found that learners prefer repetitive learning in real learning(Karpicke, Butler, & Roediger, 2009; Hagemeier, Holly, & Mason, 2011) and experimental conditions(Karpicke, 2009). Researchers explained that it may be due to learners' lack of strategic knowledge(Karpicke, 2009), or that self-testing needs to spend more cognitive effort(Gardiner, Craik, & Bleasdale, 1973; Jacoby, 1978; Zhang, J. K., Bai, X. J., & Yang, L. X., 2010).From the strategy selection learning theory(Rieskamp & Otto, 2006) and the cost and benefit trade-off theory(Payne, Bettman, &Johnson, 1988), both interpretations may be reasonable, but both lack of empirical support. This study used Esperanto - Chinese word pairs to investigate the influencing factors of high school students’ strategy selection. The overall research framework was as follows:Study 1, examining the strategy selection of learners in their daily learning, as well as learners’ performance and cognitive effort in the two strategies in situational test and experimental conditions by survey and experimental methods.Study 2, examining the influencing of strategy knowledge and accuracy feedback on students’ strategy selection by choice-no chioce method and micro-regulation method.Study 3, examining the influencing of trading-off of strategy effectiveness feedback and cognitive efforts on students’ strategy selection.The main conclusions were as follows:(1)Learners showed a higher proportion of repetitive study in the daily learning, situational tests and experimental conditions, (2) More than half of learners had strategic knowledge of the testing effect, that is, they were aware that self-test could improve long-term memory more significantly, compared with a simple repetitive learning.(3) There was no difference between students with strategic knowledge and not. External strategic knowledge intervention could significantly affect the choice of self-testing strategy.(4) The accuracy feedback could affect the strategy selection to a certain extent for learners in the learning situation with additional cognitive load. (5) Learner weighted the level of cognitive effort the strategies required and their memory accuracy to make the choice.