中文摘要：

人类学习的主流观点认为学习主要发生在编码阶段,记忆提取本身并不产生和促进学习。但最近多项研究对此提出了质疑,他们发现,在学习过程中,记忆提取更能促进学习内容的长时保持。本文首先对记忆提取促进学习的实验证据做简要梳理;之后重点介绍关于记忆提取促进学习的多种解释机制,主要包括：侧重于从理论机制层面解释的记忆失用新理论,强调内在精细机制的精细提取假设,以及解释保持间隔（长、短）与学习方式（重复学习、学习-测试）交互作用的基于分布的二分模型;文章最后分析了当前研究记忆提取作用实验存在的一些问题,提出了今后的研究方向,强调应从多角度揭示记忆提取练习促进学习的机制。

英文摘要：

Most thought on human learning is that learning happens primarily when people encode knowledge,and retrieval does not itself produce learning. However,a number of studies have found that retrieval produces more learning than repeated study,which challenges the dominant assumption. In this article,we introduce the experimental evidence that retrieval practice enhance learning. And there are several theories of revealing the beneficial effects of retrieval practice：（1） the new theory of disuse,which focuses on the theoretical explanations for retrieval practice effect;（2） elaborative retrieval hypothesis,which emphasizes fine underlying mechanism of retrieval practice effect;（3） a distribution-based bifurcation model,which explains the test-delay interaction of study on retrieval practice effect. Finally,we will discuss some deficiencies in previous studies on retrieval practice effect,and future investigation should be strengthened by using different materials in multiple aspects.