检索闯关设计:封存任务清单与辅助条件声明
Agent 辅助工程检查
前置要求
第 85-87 天 Capstone 集成以及已完成的学习项目链(autograd、预训练、真实 LoRA、可评测 Agent、CI 交付)。
学习目标
为覆盖五个域的无辅助检索组装固定封存任务清单,并在任何作答前声明辅助条件,确保独立证据绝不会由辅助产出推定。
操作指引
1. 理解本日存在的理由:检索练习(测试效应)比重读更能巩固长期记忆;今天把整个课程转化为固定的无辅助检查。
2. 封存闯关恰好覆盖五个域,每个域可追溯到真实证据日:
- PY 域(核心 Python):值、控制流、函数、容器、异常、文件(第 4-12 天)。
- GIT 域(Git 与调试):分支、diff 判读、失败诊断、一次性仓库上的安全恢复(第 13-15、79-81 天)。
- MATH 域(数学):导数、链式法则、概率、交叉熵解读(第 16-30 天)。
- GRAD 域(梯度与 Autograd):计算图、共享节点累积、有限差分验证(第 31-33 天与 projects/autograd)。
- MODEL 域(模型推理):分词、因果掩码、参数台账、损失/困惑度判读、LoRA 计数、Agent 循环行为(第 34-87 天)。
3. 现在为每个域固定 3 个任务 ID——检查中途不得即兴更换。把每个任务映射到未达标时使用的恢复日。
4. 书面声明辅助条件:独立掌握检查——无 AI、无笔记、无浏览器,120 分钟块内不超过 105 分钟,记录开始时间。声明条件是诚实的自我报告,不是声称的监控。
5. Agent 只允许协助*整理本清单*;不得为任何封存任务出题、作答或评分。
自主演练与记录
生成 sealed_inventory.json:5 个域各 3 个固定 task_id(共 15 条),每行含 {domain, task_id, recovery_day, declared_condition: 'independent'}。断言恰好 15 行且 task_id 无重复。
每个任务一行,如 {"domain":"GIT","task_id":"GIT-1","recovery_day":"day-14","declared_condition":"independent"}。
{
"declared_condition": "independent",
"time_cap_minutes": 105,
"tasks": [
{"domain":"PY","task_id":"PY-1","recovery_day":"day-09","declared_condition":"independent"},
{"domain":"PY","task_id":"PY-2","recovery_day":"day-11","declared_condition":"independent"},
{"domain":"PY","task_id":"PY-3","recovery_day":"day-12","declared_condition":"independent"},
{"domain":"GIT","task_id":"GIT-1","recovery_day":"day-14","declared_condition":"independent"},
{"domain":"GIT","task_id":"GIT-2","recovery_day":"day-80","declared_condition":"independent"},
{"domain":"GIT","task_id":"GIT-3","recovery_day":"day-81","declared_condition":"independent"},
{"domain":"MATH","task_id":"M-1","recovery_day":"day-19","declared_condition":"independent"},
{"domain":"MATH","task_id":"M-2","recovery_day":"day-25","declared_condition":"independent"},
{"domain":"MATH","task_id":"M-3","recovery_day":"day-27","declared_condition":"independent"},
{"domain":"GRAD","task_id":"G-1","recovery_day":"day-31","declared_condition":"independent"},
{"domain":"GRAD","task_id":"G-2","recovery_day":"day-32","declared_condition":"independent"},
{"domain":"GRAD","task_id":"G-3","recovery_day":"day-33","declared_condition":"independent"},
{"domain":"MODEL","task_id":"MR-1","recovery_day":"day-50","declared_condition":"independent"},
{"domain":"MODEL","task_id":"MR-2","recovery_day":"day-65","declared_condition":"independent"},
{"domain":"MODEL","task_id":"MR-3","recovery_day":"day-83","declared_condition":"independent"}
]
}
assert len(tasks) == 15 # 实际应列出全部 15 行
在任何作答开始前,产出把每个任务映射到具名恢复路径的完整封存清单,并完成辅助条件声明。
权威源资源与权利证明
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
对应章节 / 时间戳: Psychological Science 17(3): 249-255, Experiments 1-2
验证版本与日期: Psychological Science, 2006 (Verified: 2026-10-30)
Foundational experimental evidence that retrieval practice (testing) outperforms repeated study for long-term retention; grounds the Day 88 AI-free retrieval checks in peer-reviewed learning science rather than folk advice.
Basic understanding of study sessions, retention intervals, and experimental design vocabulary.
The curriculum restates the experimental design and effect sizes in original prose; every sealed task runs without the paper.
对比候选资源与选型分析 (2)
Strong meta-analytic coverage of spacing effects but addresses scheduling rather than the retrieval effect itself; retained as support for the Day 90 spaced-review schedule.
Equally foundational follow-up demonstrating repeated retrieval vs repeated study; the 2006 paper is cited as the standard first controlled demonstration.
Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
对应章节 / 时间戳: Psychological Science in the Public Interest 14(1): 4-58; practice testing and distributed practice sections
验证版本与日期: Psychological Science in the Public Interest, 2013 (Verified: 2026-10-30)
Detailed comparative review rating practice testing and distributed practice as high-utility techniques while rating highlighting and rereading low-utility; anchors the retrieval, correction, and spaced-review design of Days 88-90.
None beyond general academic reading.
Curriculum restates the utility ratings and application conditions in original prose; every task remains runnable offline.
对比候选资源与选型分析 (2)
Important negative result on learning-styles matching but narrower scope; Dunlosky et al. rates a broader set of techniques directly usable for this curriculum.
Strong trade-book synthesis of the same evidence base; the peer-reviewed review is preferred for citation precision and technique-by-technique utility ratings.