Abstract: The retrieval practice effect, refering that memory retrieval on one or more tests improves memory retention better than re-studying or elaborative study among certain amount of time. Researchers have found that cue strength can affect the testing effect, but it is still not clear that how cue strength affects it. To explore the mechanism of cue strength affect the retrieval practice effect, the present study compared the electrophysiological responses of different learning strategies in different cue strength learning materials. The current study included two experiments, experiment 1, behavior experiment, recruited 50 participants (age range: 19~25 years, average age: 22.4 years ); Experiment 2, event-related potential (ERP) experiment, recruited 40 participants (age range: 19~26 years, average age: 22.8 years ). Both experiments used the classical paradigm for the retrieval practice effect (including three distinct phases: study phase, initial retrieval phase, and a final test phase after a delay of one week). During the experiment, participants were instructed to learn and memorize the cue-target word pairs with different cue strength. The behavioral data showed the influence of cue strength on retrieval practice effect. In the weak cue strength group, the performance of the retrieved items in the final test was significantly better than the elaborative studied items. However, in the strong cue strength group, there was no significant difference in the performance of the two learning conditions in the final test. ERP data showed that there was a significant difference between the subsequent memory effect (SME) of the two learning conditions when learning weak cue strength pairs. In the three selected time windows, it was always observed that the main effect of learning condition was significant or the interaction between learning condition and other factors was significant, and SME was similar to Late Parietal Component (LPC) in the retrieval practice condition. In contrast, when learning strong cue strength pairs, the two learning conditions had similar SME. In 300-500ms and 500-700ms, there was no significant main effect of learning condition or interaction effect with other factors. Although there was a significant main effect of learning condition in 700-1000ms, there was still no SME. In the current study, there is evidence that whether to retrieve episodic context is the key to retrieval practice effect. When retrieving the strong cue strength pairs, it is precisely because the individual does not retrieve episodic context, but uses the cognitive processing similar to the elaborative study, which affects retrieval practice effect. This study also found that when learning strong cue strength materials, retrieval practice only needs less cognitive resources to achieve the same memory effect as elaborative study, so it is still recommended to use retrieval practice as the main learning strategy. In addition, this study once again supports the Episodic Context Account.

Key words: Retrieval Practice Effect, Cue Strength, Episodic Context Account, Subsequent memory effects

摘要： 运用事件相关电位技术，探讨提取练习和精细加工在不同线索强度上的加工方式有何不同。结果显示：强线索词对下，二者的相继记忆效应未出现显著性的分离，出现500-700ms额叶、中央分布的模式；弱线索词对下，二者的相继记忆效应出现分离，提取条件500-700ms，700-1000ms观察到与晚期顶叶成分相似的相继记忆效应，精细加工下并没有。结果表明：提取强线索词时个体的加工方式与精细加工类似，提取弱线索词时与精细加工不同，支持情境背景理论。

关键词: 提取练习效应, 线索强度, 情境背景理论, 相继记忆效应