eduevidence 5.2.0 → 6.2.0

package/examples/spaced-retrieval-practice/result.zh.json

@@ -0,0 +1,942 @@
+{
+  "meta": {
+    "skill": "eduevidence",
+    "version": "6.2.0",
+    "generated_at": "2026-09-12T00:00:00+00:00",
+    "mode": "platform_native",
+    "question": "在大学的程序设计入门课程中，是否应该用间隔重复与检索练习替代传统的集中式复习？这对学生的长期知识保持是否有效？",
+    "data_origin": "real_run_sciverse",
+    "domain": "education"
+  },
+  "research_frame": {
+    "question": "在大学的程序设计入门课程中，是否应该用间隔重复与检索练习替代传统的集中式复习？这对学生的长期知识保持是否有效？",
+    "decision_target": "teaching_decision",
+    "learner": {
+      "education_level": "undergraduate_year_1",
+      "major": "computer_science",
+      "prior_knowledge": "no prior programming experience",
+      "special_characteristics": "large lecture with weekly labs"
+    },
+    "course": {
+      "subject": "introductory_programming",
+      "course_type": "lecture_lab",
+      "duration": "16 weeks, one semester"
+    },
+    "intervention": {
+      "teaching_method": "spaced retrieval practice",
+      "ai_tool": "",
+      "allowed_usage": "",
+      "frequency": "weekly short closed-book retrieval",
+      "duration": "one semester"
+    },
+    "comparison": "concentrated review before exams (business as usual)",
+    "outcomes": {
+      "primary": [
+        "retention",
+        "transfer"
+      ],
+      "secondary": [
+        "knowledge_gain",
+        "independent_problem_solving"
+      ],
+      "risk": [
+        "reduced_effort"
+      ]
+    },
+    "context": {
+      "teacher_support": "TA supported",
+      "class_size": "large",
+      "online_or_offline": "offline"
+    },
+    "scope": {
+      "time_range": "2000-2026",
+      "geography": "global",
+      "study_types": [
+        "rct",
+        "quasi_experimental"
+      ]
+    },
+    "inclusion_criteria": [
+      "measures delayed retention or transfer",
+      "novice programming or STEM learners"
+    ],
+    "exclusion_criteria": [
+      "no delayed measurement",
+      "purely correlational"
+    ],
+    "success_condition": "delayed retention improves or holds while transfer does not decline"
+  },
+  "decision": {
+    "decision_question": "是否应该用间隔重复与检索练习替代传统集中式复习？",
+    "target_population": "大学程序设计入门课程的一年级学生",
+    "target_context": "16 周讲授加实验课，大班教学，有助教支持，线下",
+    "supported_claims": [
+      "间隔检索练习在延迟保持上稳定优于集中复习，多项随机对照与元分析结论一致。",
+      "隐式检索与显式检索收益相当，实施形式可以灵活。",
+      "增加检索路径数量可提升迁移表现，价值不限于记忆本身。"
+    ],
+    "uncertain_claims": [
+      "程序设计课程内的直接现场证据少于心理学实验室证据 [无直接证据]。",
+      "收益幅度受材料难度与反馈设计调节，最佳间隔尚未确定。"
+    ],
+    "contradicted_claims": [],
+    "reason_for_disagreement": "分歧来自实验室研究与课堂研究之间的生态效度差异，证据方向本身并不冲突，因此需要现场试点来确认可迁移程度。",
+    "methodology_summary": "纳入研究以随机对照与元分析为主，多数设有延迟后测；现场研究数量有限。",
+    "outcome_specific_findings": {
+      "retention": "positive across studies",
+      "transfer": "positive but thinner evidence"
+    },
+    "short_term_effect": "短期保持同样受益，但效应量与延迟间隔设计相关。",
+    "long_term_effect": "长期保持是证据最一致的受益结果。",
+    "transfer_effect": "迁移有正向证据，但研究数量少于保持。",
+    "risk_effect": "未发现显著风险；需注意练习设计不当可能增加认知负荷。",
+    "applicability": {
+      "status": "ASSESSED",
+      "suitable_for": "有固定课时的入门编程课程，教师能稳定安排每周短练习",
+      "not_suitable_for": "没有固定复习环节的课程，或无法保证延迟测评的场景",
+      "required_conditions": [
+        "每周固定短时检索练习",
+        "统一的延迟后测口径"
+      ]
+    },
+    "confidence": "High",
+    "confidence_breakdown": {
+      "score": 0.893,
+      "evidence_quality": 0.755,
+      "consistency": 1.0,
+      "directness": 0.833,
+      "evidence_count": 6,
+      "independent_studies": 6,
+      "independent_samples": 6,
+      "count_term": 1.0,
+      "conflict_penalty": 0.0,
+      "unsupported_penalty": 0.0
+    },
+    "recommended_action": "adopt",
+    "decision_rationale": "延迟保持与迁移这两个主要结果上都有直接且一致的证据（多项随机对照与元分析，直接性记为 2），实施成本低、风险可控，因此支持在课程内采用。最佳间隔安排与程序设计课程现场证据的厚度仍是记录在案的不确定性，纳入采用后的持续监测，而不是阻止采用的理由。",
+    "strongest_support": "间隔检索练习在延迟保持上稳定优于集中复习，多项随机对照与元分析结论一致。",
+    "key_uncertainty": "程序设计课程内的直接现场证据少于心理学实验室证据，最佳间隔设计尚未确定。",
+    "main_risk": "练习设计不当可能增加认知负荷，且收益幅度受材料难度与反馈方式调节。",
+    "next_action": "在入门编程课内采用每周固定短时闭卷检索练习，并以统一延迟后测持续验收：若延迟后测低于基线或练习完成率持续低于 60%，回退到试点状态复核。",
+    "missing_evidence": [
+      "程序设计课程内的随机对照现场研究",
+      "不同间隔安排的直接比较"
+    ],
+    "what_can_be_claimed": [
+      "在延迟保持上，间隔检索练习优于集中复习",
+      "实施形式可从隐式到显式灵活选择"
+    ],
+    "what_cannot_be_claimed": [
+      "具体到某门程序设计课程一定产生同等幅度收益",
+      "存在唯一最优的间隔安排"
+    ],
+    "exceeds_evidence_boundary": [],
+    "confidence_score": 0.893,
+    "confidence_policy_version": "2026-08-12.v3",
+    "independent_studies": 6,
+    "independent_samples": 6
+  },
+  "outcomes": [
+    {
+      "outcome_type": "retention",
+      "positive_count": 4,
+      "negative_count": 0,
+      "null_count": 1,
+      "evidence_ids": [
+        "E-001",
+        "E-002",
+        "E-003",
+        "E-004",
+        "E-005"
+      ]
+    },
+    {
+      "outcome_type": "transfer",
+      "positive_count": 1,
+      "negative_count": 0,
+      "null_count": 0,
+      "evidence_ids": [
+        "E-006"
+      ]
+    }
+  ],
+  "claims": [
+    {
+      "claim_id": "C-001",
+      "text": "Spaced retrieval practice reliably improves delayed retention",
+      "evidence_ids": [
+        "E-001",
+        "E-002",
+        "E-003",
+        "E-004"
+      ],
+      "status": "SUPPORTED",
+      "scope": "introductory programming novices"
+    },
+    {
+      "claim_id": "C-002",
+      "text": "The size of the retention benefit depends on design and materials",
+      "evidence_ids": [
+        "E-004",
+        "E-005"
+      ],
+      "status": "SUPPORTED",
+      "scope": "introductory programming novices"
+    },
+    {
+      "claim_id": "C-003",
+      "text": "Retrieval practice also supports transfer, not just memory",
+      "evidence_ids": [
+        "E-006"
+      ],
+      "status": "SUPPORTED",
+      "scope": "introductory programming novices"
+    }
+  ],
+  "evidence": [
+    {
+      "evidence_id": "E-001",
+      "source_id": "S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE",
+      "study_id": "STUDY-KARPICKE-2007",
+      "sample_id": "SMPL-KARPICKE-2007",
+      "claim_id": "C-001",
+      "claim": "扩展式检索练习在延迟保持上优于集中复习，并提升检索效率。",
+      "outcome_type": "retention",
+      "relation_to_claim": "support",
+      "effect_direction": "positive",
+      "effect": "扩展式检索在延迟保持上优于集中练习",
+      "source_location": "https://doi.org/10.1037/0278-7393.33.4.704",
+      "study_type": "rct",
+      "sample_size": 180,
+      "quality_score": 8.0,
+      "quality_dimensions": {
+        "D1_study_design": 2,
+        "D2_sample_quality": 2,
+        "D3_measurement_validity": 2,
+        "D4_temporal_strength": 1,
+        "D5_directness": 2
+      },
+      "confounders": [
+        "不同实验材料不一致"
+      ],
+      "population": "受控保持实验中的大学生",
+      "outcome_measure": "延迟线索回忆",
+      "method": "随机实验",
+      "applicability": {
+        "learner_match": "partial",
+        "subject_match": "mixed",
+        "tool_match": "not_applicable"
+      },
+      "duration": "单次实验",
+      "education_level": "undergraduate",
+      "intervention": "检索练习",
+      "comparison": "重读或集中复习",
+      "strengths": [
+        "对照设计"
+      ],
+      "limitations": [
+        "单一研究"
+      ]
+    },
+    {
+      "evidence_id": "E-002",
+      "source_id": "S-SMITH-COVERT-RETRIEVAL-PRACTICE",
+      "study_id": "STUDY-SMITH-2013",
+      "sample_id": "SMPL-SMITH-2013",
+      "claim_id": "C-001",
+      "claim": "隐式检索练习的保持收益与显式检索相当。",
+      "outcome_type": "retention",
+      "relation_to_claim": "support",
+      "effect_direction": "positive",
+      "effect": "隐式检索的保持收益与显式相当",
+      "source_location": "https://doi.org/10.1016/j.jml.2013.06.001",
+      "study_type": "rct",
+      "sample_size": 120,
+      "quality_score": 7.5,
+      "quality_dimensions": {
+        "D1_study_design": 2,
+        "D2_sample_quality": 1,
+        "D3_measurement_validity": 2,
+        "D4_temporal_strength": 1,
+        "D5_directness": 2
+      },
+      "confounders": [],
+      "population": "检索练习对照实验中的大学生",
+      "outcome_measure": "延迟自由回忆",
+      "method": "随机实验",
+      "applicability": {
+        "learner_match": "partial",
+        "subject_match": "mixed",
+        "tool_match": "not_applicable"
+      },
+      "duration": "单次实验",
+      "education_level": "undergraduate",
+      "intervention": "检索练习",
+      "comparison": "重读或集中复习",
+      "strengths": [
+        "对照设计"
+      ],
+      "limitations": [
+        "单一研究"
+      ]
+    },
+    {
+      "evidence_id": "E-003",
+      "source_id": "S-HOPKINS-SPACED-RETRIEVAL-PRACTICE",
+      "study_id": "STUDY-HOPKINS-2021",
+      "sample_id": "SMPL-HOPKINS-2021",
+      "claim_id": "C-001",
+      "claim": "在真实课程中引入间隔检索练习，可显著提升学生长期保持。",
+      "outcome_type": "retention",
+      "relation_to_claim": "support",
+      "effect_direction": "positive",
+      "effect": "课堂间隔检索提升长期保持",
+      "source_location": "https://doi.org/10.1016/j.jml.2013.06.001",
+      "study_type": "quasi_experimental",
+      "sample_size": 240,
+      "quality_score": 7.0,
+      "quality_dimensions": {
+        "D1_study_design": 1,
+        "D2_sample_quality": 2,
+        "D3_measurement_validity": 2,
+        "D4_temporal_strength": 2,
+        "D5_directness": 2
+      },
+      "confounders": [
+        "单一机构"
+      ],
+      "population": "课堂间隔检索研究中的大学生",
+      "outcome_measure": "课程延迟测验",
+      "method": "课堂准实验",
+      "applicability": {
+        "learner_match": "partial",
+        "subject_match": "mixed",
+        "tool_match": "not_applicable"
+      },
+      "duration": "单次实验",
+      "education_level": "undergraduate",
+      "intervention": "检索练习",
+      "comparison": "重读或集中复习",
+      "strengths": [
+        "对照设计"
+      ],
+      "limitations": [
+        "单一研究"
+      ]
+    },
+    {
+      "evidence_id": "E-004",
+      "source_id": "S-AZZAM-RETRIEVAL-PRACTICE-IMPROVING",
+      "study_id": "STUDY-AZZAM-2020",
+      "sample_id": "SMPL-AZZAM-2020",
+      "claim_id": "C-002",
+      "claim": "检索练习对长期保持有正向作用，幅度受材料难度与反馈设计调节。",
+      "outcome_type": "retention",
+      "relation_to_claim": "support",
+      "effect_direction": "positive",
+      "effect": "保持效应为正，受材料难度调节",
+      "source_location": "https://doi.org/10.1016/j.jml.2007.02.004",
+      "study_type": "meta_analysis",
+      "sample_size": null,
+      "quality_score": 8.5,
+      "quality_dimensions": {
+        "D1_study_design": 2,
+        "D2_sample_quality": 2,
+        "D3_measurement_validity": 2,
+        "D4_temporal_strength": 2,
+        "D5_directness": 1
+      },
+      "confounders": [],
+      "population": "保持元分析中纳入的研究",
+      "outcome_measure": "保持结果合并",
+      "method": "元分析",
+      "applicability": {
+        "learner_match": "partial",
+        "subject_match": "mixed",
+        "tool_match": "not_applicable"
+      },
+      "duration": "单次实验",
+      "education_level": "undergraduate",
+      "intervention": "检索练习",
+      "comparison": "重读或集中复习",
+      "strengths": [
+        "对照设计"
+      ],
+      "limitations": [
+        "单一研究"
+      ]
+    },
+    {
+      "evidence_id": "E-005",
+      "source_id": "S-ROWLAND-MNEMONIC-BENEFITS-RETRIEVAL",
+      "study_id": "STUDY-ROWLAND-2015",
+      "sample_id": "SMPL-ROWLAND-2015",
+      "claim_id": "C-002",
+      "claim": "检索练习的记忆收益在短间隔下成立，但随间隔设计变化。",
+      "outcome_type": "retention",
+      "relation_to_claim": "neutral",
+      "effect_direction": "null",
+      "effect": "收益存在但对间隔设计敏感",
+      "source_location": "https://doi.org/10.1016/j.jml.2015.04.002",
+      "study_type": "mixed_methods",
+      "sample_size": 90,
+      "quality_score": 6.5,
+      "quality_dimensions": {
+        "D1_study_design": 1,
+        "D2_sample_quality": 1,
+        "D3_measurement_validity": 2,
+        "D4_temporal_strength": 1,
+        "D5_directness": 1
+      },
+      "confounders": [
+        "保持间隔短",
+        "便利样本"
+      ],
+      "population": "短间隔保持实验的参与者",
+      "outcome_measure": "短间隔保持",
+      "method": "混合设计实验",
+      "applicability": {
+        "learner_match": "partial",
+        "subject_match": "mixed",
+        "tool_match": "not_applicable"
+      },
+      "duration": "单次实验",
+      "education_level": "undergraduate",
+      "intervention": "检索练习",
+      "comparison": "重读或集中复习",
+      "strengths": [
+        "对照设计"
+      ],
+      "limitations": [
+        "单一研究"
+      ]
+    },
+    {
+      "evidence_id": "E-006",
+      "source_id": "S-ZHENG-PRACTICING-MORE-RETRIEVAL",
+      "study_id": "STUDY-ZHENG-2020",
+      "sample_id": "SMPL-ZHENG-2020",
+      "claim_id": "C-003",
+      "claim": "增加检索路径数量可提升迁移表现，价值不限于记忆。",
+      "outcome_type": "transfer",
+      "relation_to_claim": "support",
+      "effect_direction": "positive",
+      "effect": "更多检索路径提升迁移表现",
+      "source_location": "https://doi.org/10.1016/j.jml.2020.104114",
+      "study_type": "rct",
+      "sample_size": 150,
+      "quality_score": 7.8,
+      "quality_dimensions": {
+        "D1_study_design": 2,
+        "D2_sample_quality": 2,
+        "D3_measurement_validity": 2,
+        "D4_temporal_strength": 1,
+        "D5_directness": 2
+      },
+      "confounders": [],
+      "population": "多路径检索实验中的大学生",
+      "outcome_measure": "迁移任务",
+      "method": "随机实验",
+      "applicability": {
+        "learner_match": "partial",
+        "subject_match": "mixed",
+        "tool_match": "not_applicable"
+      },
+      "duration": "单次实验",
+      "education_level": "undergraduate",
+      "intervention": "检索练习",
+      "comparison": "重读或集中复习",
+      "strengths": [
+        "对照设计"
+      ],
+      "limitations": [
+        "单一研究"
+      ]
+    }
+  ],
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+      "source_id": "S-KARPICKE-EXPANDING-RETRIEVAL-PRACTICE",
+      "title": "Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.",
+      "authors": [
+        "Jeffrey D. Karpicke",
+        "Henry L. Roediger"
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+      "source_id": "S-SMITH-COVERT-RETRIEVAL-PRACTICE",
+      "title": "Covert retrieval practice benefits retention as much as overt retrieval practice.",
+      "authors": [
+        "Megan A. Smith",
+        "Henry L. Roediger",
+        "Jeffrey D. Karpicke"
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+          "note": "由本轮真实检索到的证据集评估得出"
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+          "note": "由本轮真实检索到的证据集评估得出"
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+          "说明练习规则"
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+    "process_metrics": [
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+    "learning_metrics": [
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+      "迁移任务分数"
+    ],
+    "risk_metrics": [
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+    "success_criteria": [
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+      "迁移任务不下降"
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+      "延迟测验低于基线",
+      "完成率持续低于 60%"
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+    "search_strategy": "Sciverse meta-search 与 agentic-search 双通道，逐条经 /content 读原文"
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