词频、测验方式影响单字法定向遗忘的实验研究

单字法定向遗忘一直是记忆研究的热点.本文引入词频(高频词、低频词)和测验方式(内隐记忆测验、外显记忆测验)变量继续考察单字法定向遗忘,结果显示:(1)低频词语的内隐和外显记忆测验中都出现了显著的定向遗忘效应;(2)高频词语的外显记忆测验中出现了明显的定向遗忘效应,而在内隐记忆测验中却未发现定向遗忘效应;(3)单字法定向遗忘的机制是复述和提取抑制.     

字表法定向遗忘对内隐记忆测验的影响

字表法定向遗忘是否影响内隐记忆测验,一直是记忆心理学家关注的焦点.本研究选取低频词语作为实验材料,引入指示符变量(记住、遗忘).以词干回忆和词干补笔分别作为外显和内隐记忆测验,考察字表法定向遗忘对内隐记忆测验的影响.结果发现:(1)内隐和外显记忆测验中都出现了显著的字表法定向遗忘效应;(2)字表法定向遗忘效应的机制应该是提取抑制,即要求遗忘的项目在提取时受到抑制而使记住项目的成绩更为突出,而不是偏好对记住项目复述的结果.     

内隐和外显记忆测验中的定向遗忘效应

定向遗忘效应已为许多研究所证实,但多数研究都是使用传统的记忆任务(外显记忆测验),采用内隐记忆测验进行的研究还非常少,而且研究结果也不尽一致。本文试图在前人研究的基础上,通过操作指示符变量(记住／遗忘),考察再认和偏好测验中是否有定向遗忘效应。     

负性情绪对压抑遗忘记忆的影响

该实验使用Think/No-think(T/NT)任务,从外显和内隐记忆两个方面探讨负性情绪、测试时间对压抑遗忘的影响。实验结果表明:在外显记忆成绩中情绪与T/NT任务的交互作用显著,在NT条件下中性词回忆的成绩优于负性词,同时,情绪的主效应显著,被试对中性词的记忆显著高于负性词。但是T/NT任务的主效应不显著,情绪×T/NT任务×测试时间的交互不显著。在内隐记忆成绩中,在所有条件下的记忆成绩均无显著性差异。     

词频对列表法定向遗忘的影响

词频是否影响列表法定向遗忘一直是记忆心理学研究的热点.本研究引入词频(高频词、低频词)变量,通过操作指示符(记住、遗忘)来考察内隐记忆测验中列表法定向遗忘效应,结果显示:(1)在低频词语中,内隐记忆测验出现了显著的列表法定向遗忘效应;(2)而在高频词语上,内隐记忆测验中却未出现列表法定向遗忘效应;(2)列表法定向遗忘影响内隐记忆测验的机制应该是提取抑制.     

外显与内隐记忆的情绪一致性效应

基于Yonelinas等双加工信号检测模型对再认记忆测验中外显记忆与内隐记忆分离的方法,以96名大学生为被试,考察了诱发抑郁与非临床抑郁状态下外显和内隐记忆的情绪一致性效应。结果表明诱发抑郁组和非临床抑郁组对抑郁词的外显记忆成绩显著高于对中性词和愉快词;对抑郁词的内隐记忆成绩亦显著高于对中性词和愉快词,且显著高于控制组对抑郁词的内隐记忆成绩。情绪一致性记忆效应在非临床抑郁个体和诱发抑郁个体的外显和内隐记忆中均存在。     

定向遗忘影响延时测验吗

延时测验中是否存在定向遗忘效应一直是研究者们争论的焦点。因此,本文用汉语的低频单字作为材料,通过引入保持期变量（即时．延时）．以再认和偏好作为外显和内隐记忆测验束考察定向遗忘是否影响延时测验。     

从词频和新旧效应探讨再认测验中的定向遗忘

本文采用字表方式,从高低词频和新旧效应角度,探讨内隐和外显测验中定向遗忘效应的存在性及其机制问题。结果发现:(1)低频词在两种测验中都存在定向遗忘效应,而高频词仅存在于外显测验中。(2)两种测验中都存在指示记住的新旧效应,而外显测验中不存在指示忘记的新旧效应。由此推断,测验间在没有"意识和无意识"相互污染的理想情况下,只有外显测验可获得定向遗忘效应;定向遗忘的机制可能是选择性编码机制。     

两种范式下有意遗忘的实验研究

本文以英语词汇为材料,采用自由回忆和再认测验作为外显记忆测验,词干补笔测验作为内隐记忆测验,探讨小学五年级学生在单字范式与字表范式下的有意遗忘效应及其机制。结果发现:(1)单字范式下,三种测验中都存在有意遗忘效应;而字表范式下,只有词干补笔和自由回忆测验中存在有意遗忘效应;(2)三种测验中,单字范式下记忆项与遗忘项的差异显著高于字表范式下二者的差异。这表明,两种范式下有意遗忘效应产生的机制是不一致的,且相较于字表范式,单字范式下有意遗忘效应更显著。     

汉字的反知觉干扰效应:来自ERP的证据

采用"学习-测验"范式,在知觉辨认测验(内隐测验)和再认测验(外显测验)中,用事件相关电位探索汉字内隐、外显记忆的"知觉干扰效应"。结果:行为上,内隐记忆不受知觉干扰条件的影响;外显记忆受知觉干扰条件影响而显著降低;脑电上,内隐测验两种条件的ERP无显著差异;外显测验在550～600ms,知觉干扰条件比无干扰条件诱发了更负的ERP。实验在行为和脑电水平上都表现出内隐、外显记忆的分离,出现汉字的"反知觉干扰效应"。     

Eliciting false memories on implicit and explicit memory tests after incidental learning

Abstract: In a false memory experiment, lists of semantic associates (e.g., newspaper, letter, book, etc.) were presented to three groups of participants to induce false memories for critical nonpresented (CN) words (e.g., read) in an incidental learning task. The control group simply estimated the frequency rate in everyday Japanese discourse of each word on a list. The imagery instruction group received an additional instruction to imagine a thematically related converging word from the target words on a list. Participants in the imagery plus writing group received the same instructions as those in the imagery instruction group, but were also required to write down the word they imagined for each list. The results from the implicit and explicit memory tests given after the incidental learning episode showed that the level of priming for CN words was equivalent to that for actually presented target words for all three groups on the implicit test, whereas explicit memory results showed that participants explicitly recognized more target words than CN words. The implications for implicit associative response and fuzzy‐trace theories of false memory, as well as implicit priming, are discussed.     

Prospective memory in early and established psychosis: An Indian perspective

Individuals affected by psychosis often have deficits in several neurocognitive functions. Prospective memory (PM), the ability to remember to do things, is crucial for activities of daily living, social and occupational functioning, but very few studies have attempted to examine this domain of functioning in people with psychosis, particularly in India. A total of 71 patients with psychosis, (both early and established psychosis), and 140 age, gender and education-matched healthy controls were assessed using the Positive and Negative Symptom Scale, Hospital Anxiety and Depression scale, and Addenbrooke's Cognitive Examination. PM was assessed using the Cambridge Prospective Memory Test and the Prospective and Retrospective Memory Questionnaire (PRMQ). Group differences were evaluated using Mann–Whitney U-tests. Significantly greater cognitive deficits, higher anxiety and depression were evident in the psychosis group compared with controls. The psychosis group performed significantly poorer on both time- and event-based tests in CAMPROMPT than controls. These differences remained when controlling for age, education, general cognitive functioning and mood. The subjective measure of PM (PRMQ) did not differentiate the two groups. The PM performance of early and established psychosis patients was similar. Comparisons with cross-cultural data (PRMQ UK norms and CAMPROMPT and PRMQ Chinese data) revealed important differences in PM performance. Individuals with psychosis have significant deficits in both time- and event-based PM. CAMPROMPT emerged as a more sensitive PM measure compared with PRMQ. Results from cross-cultural comparisons underscore the need for cultural contextualization of assessments.     

内隐和外显记忆测验中情绪词差异的ERP研究

运用事件相关电位(ERPs)技术, 采用学习-再认范式, 探讨情绪词(积极词和消极词)在内隐和外显记忆测验中的差异。结果发现：在内隐记忆测验中, 消极词的ERP波形比积极词更正; 在450~900 ms时程上存在提取方式的ERP分离, 即在内隐提取过程中, 消极词比积极词的ERP波形更正, 而在外显提取过程中, 二者ERP之间不存在差异。这些结果表明, 在相同编码影响下, 内隐提取对情绪性材料敏感, 而外显提取对情绪性材料不敏感。本实验结果说明刺激的情绪信息影响提取过程, 消极词语义较强的注意攫取能力主要体现在内隐提取阶段。     

A Swedish non-word repetition test for preschool children

A Swedish non-word repetition test for preschool children was constructed with the aim of measuring short-term phonological memory, which has been shown to correlate with language development and language proficiency. Normative data based on results for 200 children four to six years of age are presented. An item analysis of the original 30-item test resulted in a shortened 24 non-word version found suitable for four- to six-year old children. Results for this shortened version, which had a Cronbach's alpha of 0.73, showed longer non-words to be more difficult to repeat than shorter ones, and significant effects of age and compatibility of the tester's and the child's accent, but not of gender. The results are discussed within the framework of Baddeley's working memory model.     

Developmental normative data for the Baron-Hopkins Board test of spatial location memory

Developmentally appropriate domain-specific tests with strong psychometric properties for preschoolers are lacking and infrequently developed. Baron’s modification of the Hopkins Board test (B-HB) to assess spatial location learning and recall in 3- and 6-year-old children has shown promise in the study of young children born prematurely. Current study data were analyzed on 172 typically developing children at age 3 years and 193 at age 6 years, born at term (≥ 37 weeks; ≥ 2500 grams). Statistically significant gender differences were found and data stratification of T-scores and percentile ranks are provided for each of the eight B-HB measures. The B-HB’s strong interrater reliability (99.5%), low-to-moderate test-retest reliability across the 3-year age span, Pearson correlations showing criterion validity, and differential functioning from other selective attention and visuospatial/visuoperceptual tests provide initial normative data for this novel measure of spatial location memory in young children.     

抑郁症患者的自传体记忆特征及其应用自传体记忆测验的元分析

研究目的在于探讨抑郁症患者自传体记忆的特征以及自传体记忆测验(the autobiographical memory test, AMT)在该领域的应用情况。通过文献检索, 搜集了18篇应用AMT作为测评工具的抑郁症自传体记忆研究, 抑郁症患者566人, 正常对照组457人。元分析研究发现, 和正常对照组比较, 抑郁症组的具体性记忆减少, 概括化记忆增多, 反应迟缓。目前对这种现象的解释主要有功能性回避模型、认知执行受损模型和沉思模型; 年龄、抑郁情绪以及AMT测试程序对测试结果有明显影响; 发表偏倚和敏感性分析显示存在发表偏倚, 但稳定性较好。AMT在抑郁症研究存在灵敏度不足等局限, 作者从AMT程序、研究设计等方面提出了改善建议。     

字频在直接和间接记忆测验中的比较研究

本研究通过3×2×2混合设计实验,比较了字频在即刻和第5天两种施测时间下的两类记忆测验中的不同作用。本研究支持了词汇通达搜索模型对宇频作用机制的分析及传输适当认知程序观点对实验性分离现象的解释,并发现外显记忆与内隐记忆都会发生遗忘,但原因可能并不相同,而且字频影响两类记忆的遗忘进程。