提取抑制对错误记忆的影响

该研究探讨提取抑制能否减少错误记忆的发生.以自编的DRM词表为实验材料,实验1采用有意遗忘范式（有意抑制）,实验2采用部分线索效应范式（无意抑制）.实验1结果发现：关键诱饵在“记住”条件下的错误回忆成绩显著高于“遗忘”条件下的错误回忆成绩;学过项目在“记住”条件下的正确回忆成绩显著高于“遗忘”条件下的正确回忆成绩.实验2结果发现：关键诱饵在“无部分线索”条件下的错误回忆成绩显著高于“部分线索”条件下的错误回忆成绩;学过项目在“无部分线索”条件下的正确回忆成绩显著高于“部分线索”条件下的正确回忆成绩.研究结果提示：有意和无意两种提取抑制都可以降低错误记忆,结果支持基于激活与监测的双加工理论的观点.     

材料性质对有意遗忘影响的实验研究

以大学生为被试 ,采用字表方式 ,探讨了词语和图片两种材料下的有意遗忘。结果发现 :①被试在词语和图片两种材料下的有意遗忘没有显著差异 ;②对于词语材料 ,被试既对指示记忆的项目进行了更加精细的编码 ,又对指示遗忘的项目产生了抑制 ;③对于图片材料 ,被试只对指示遗忘的项目产生了提取抑制 ,而没有对指示记忆的项目进行有意复述。     

不同学习成绩的小学生有意遗忘过程的实验研究

该研究的实验材料为单字和双字词,利用字表方式呈现。被试为小学六年级的30名学生,按学习成绩好和差各选15名。实验结果为,（1）对单字材料,被试既对要记忆的项目进行了有意的复述,又对指示遗忘的材料产生了提取抑制;对双字词材料,被试只有对指示遗忘的材料产生提取抑制,而没有对要记忆的项目进行有意复述;（2）学习成绩好的学生的有意遗忘的抑制能力明显高于学习成绩差的学生。     

有意遗忘中工作记忆容量所起的作用

有意遗忘效应是指要求记忆与遗忘的材料间回忆率的差异。在有意遗忘效应的各种理论解释中,选择性复述和提取抑制理论是最有争议性的两种理论,它们都无法解释全部的有意遗忘效应。文章着重介绍了工作记忆领域中的定向遗忘效应的研究,讨论了在有限的资源中,注意抑制与有意遗忘效应的关系。     

单字法有意遗忘的内部心理机制：基于多项式加工树模型的分析

通过构建使用单个双字词作为实验材料,并在测验阶段全面考察记忆提取过程的MPT模型,考察单字法有意遗忘的心理机制。结果发现,对于TBF/R项目,遗忘组的储存能力和提取能力均弱于记忆组;对于TBR/R项目,遗忘组的储存能力强于记忆组。并且无论对于短时SOA还是长时SOA,遗忘组对TBF项目后探测刺激的反应时都显著长于TBR项目。研究表明,单字法有意遗忘现象是由选择性复述、注意抑制和提取抑制三种机制共同作用的结果。     

有意遗忘的脑机制

有意遗忘是指个体主动忘记无用和过时的信息,本质是记忆的主动抑制,包括定向遗忘和压抑遗忘。在定向遗忘中,记忆抑制既发生在编码阶段也发生在提取阶段,脑机制研究支持编码抑制理论和提取抑制理论;在压抑遗忘中,think和No-think所激活的脑区不同,No-think引起前额区域的激活增强和海马的激活减弱。未来应开展定向遗忘和压抑遗忘的脑机制差异研究,注重记忆抑制和其他心理活动抑制之间的差异研究,关注创伤个体的有意遗忘研究,拓展记忆控制神经网络的可塑性研究。     

定向遗忘中提取抑制的机制：成功提取引起抑制

两个实验采用无关材料考察了字表方式下提取诱发遗忘解释定向遗忘中提取抑制的可能性。在实验中,学习完两个字表后,对字表2 进行不同次数（0、1、3次）的提取练习以考察是否会增强定向遗忘效应以及定向遗忘效应是否随着提取练习次数的增加而增强。实验一中,字表2提取练习是要求被试回忆字表2项目,不给予线索提示。在实验二中,采用词干补笔测验的形式对字表2进行提取练习,词干补笔测验保证了对字表2项目的成功提取。研究结果发现,只有在实验二中对字表2的成功提取练习增强了定向遗忘效应,从而表明成功提取可以解释定向遗忘中的提取抑制     

负性情绪材料的定向遗忘及心理机制

采用项目法定向遗忘的研究范式,在两个实验中分别采用文字和图片材料考察了情绪性记忆定向遗忘的效果及其心理机制。实验中采用了中性和负性两种实验材料,设置了两种记忆指令出现时间（2秒后提示和5秒后提示）,相对于中性材料,被试更不容易忘记负性材料。记忆指令出现的时间只影响图片材料的定向遗忘。研究表明负性情绪会干扰定向遗忘,选择性编码理论可以解释情绪性文字材料的定向遗忘,而抑制理论更能解释情绪性图片材料的定向遗忘效应。     

采用词表法变式研究指向遗忘现象

在组内设计的词表法变式任务中,词表一的项目按语义或知觉特征分为遗忘项和记住项,中间指导语要求被试遗忘词表一某类项目的同时记住另一类项目,指向遗忘效应以词表一记住项与遗忘项的差异来反映。实验一中,词表一项目按语义性质分为记住项和遗忘项,结果显示:与控制组比较,标准词表法实验组词表一记忆受损显著,出现传统意义上的指向遗忘效应;变式实验组词表一记忆部分受损,与控制组差异接近.05显著水平;标准词表法实验组以及变式实验组词表二都没有表现出记忆获益;另外,变式实验组词表一记住项与遗忘项之间差异显著,反映出遗忘指导语效应。实验二发现:在变式任务中,指定被试遗忘词表一某种语义性质的项目,结果出现遗忘指导语效应;但是,在指定被试遗忘某种颜色项目时,结果没有出现遗忘指导语效应。变式任务结果比较好地支持提取抑制理论;同时也反映出,词表一记住项与遗忘项之间的区分度是影响变式情境下指向遗忘效应的重要因素。     

小学生有意遗忘中认知抑制能力发展的研究

有意遗忘是一种新的关于记忆研究的实验范式．主要探讨个体抑制能力的发展。研究使用的实验材料分为单字和双字词．被试为小学二、四、六年级共90名学生。实验结果发现：①对于两种实验材料单字和双字词,小学生有意遗忘中的认知抑制能力随年级而提高;②小学生对两种材料的抑制能力存在差异,表明小学生在有意遗忘中的抑制能力受材料的意义性和材料难度的影响。     

情绪一致性对有意遗忘的影响

有意遗忘是强调遗忘的有意性和指向性。对负性情绪的有意遗忘有利于个体的身心健康。本研究采用单字范式,实验一以正性、负性和中性情绪词为材料,探讨了情绪材料对有意遗忘的影响。结果发现,三类词语均表现出了显著的有意遗忘效应;实验二在实验一的基础上加入了情绪状态,探讨了情绪状态和情绪材料对有意遗忘的影响,结果发现,在积极情绪状态下,被试更多地遗忘负性情绪词;在消极情绪状态下,被试更多地遗忘中性词。表明个体对情绪信息的有意遗忘既受信息的情绪性影响,又受个体情绪状态的影响。     

提取诱发遗忘中的相关代价与效益问题：反应抑制能力与项目竞争强度的影响

采用提取练习范式,通过操作反应抑制能力和项目竞争强度两个变量,考察相关代价与效益问题（CCB）对大学生提取诱发遗忘（RIF）的影响。实验为2（反应抑制能力：高、低）×2（项目竞争强度：高、低）×3（项目类型：Rp+、Rp-、Nrp）三因素混合设计。结果发现,高反应抑制能力者在高项目竞争强度下产生了RIF,在低项目竞争强度下则未产生;低反应抑制能力者在高、低项目竞争强度下均未产生RIF。这些结果表明,对反应抑制能力正常的大学生而言,需要认知资源的抑制控制加工是RIF的产生机制,且这种抑制性RIF不受CCB的影响。     

High-priority event instructions affect implicit and explicit memory tests

Previous work has shown that instructing subjects to give special priority to one target event in a list enhances recall for that event, but impairs recall for the events immediately preceding it (Tulving, 1969). We examined the benefit of high-priority instructions, and the retrograde amnesia for previous items, in three experiments that included two explicit tests of memory (free recall and cued recall with word-stem cues) and an implicit test (word-stem completion). Experiments 1 and 2 revealed a beneficial effect of high-priority instructions on memory for the target events in both free recall and primed word-stem completion. Retrograde amnesia for previous events was either absent (Experiment 1) or modest (Experiment 2) in free recall; however, no evidence for amnesia occurred on the implicit test. In Experiment 3, we asked if the benefit of high-priority instructions on the implicit test was due to contamination from intentional recollection, by employing the logic of the retrieval-intentionality criterion via a levels-of-processing manipulation. The results showed a beneficial effect of high-priority instructions on free recall, word-stem cued recall, and word-stem completion. Level of processing affected the two explicit tests, but not the implicit test, indicating that it induced incidental retrieval. We conclude that the benefit of high-priority instructions occurred on all three tests used in these experiments. In contrast, the phenomenon of retrograde amnesia occurred in free recall, but not in primed word-stem completion.     

Retrieval contexts and the concreteness effect: Dissociations in memory for concrete and abstract words

Decades of research on the concreteness effect, namely better memory for concrete as compared with abstract words, suggest it is a fairly robust phenomenon. Nevertheless, little attention has been given to limiting retrieval contexts. Two experiments evaluated intentional memory for concrete and abstract word lists in three retrieval contexts: free recall, explicit word-stem completion, and implicit word-stem completion. Concreteness effects were observed in free recall and in explicit word-stem completion, but not in implicit word-stem completion. These findings are consistent with both a bidirectional version of the relational-distinctiveness processing framework (Ruiz-Vargas, Cuevas, & Marschark, 1996) and a second framework combining insights from dual coding theory (Paivio, 1971, 1986) and the transfer appropriate processing framework (Roediger, Weldon, & Challis, 1989). Also, consistent with the relational-distinctiveness framework, the second experiment suggested that concreteness effects might depend on relational processing at encoding: Concreteness effects were observed in explicit memory for related word lists but not for unrelated word lists.     

Involuntary awareness and implicit priming: role of retrieval context

This study examined the role of retrieval context in implicit priming by manipulating percentage of word-stem index as shallow and deep processing while performing a word-stem completion task. 80 subjects were randomly divided into four groups each of 20 subjects: shallow processing or deep processing with few retrieval indices, and shallow processing or deep processing with many retrieval indices. Analysis indicated that proportion of word-stem completion was significantly higher for studied words than for nonstudied words in all four groups and that the subjects in the groups with many retrieval indices had a significantly increased proportion of word-stem completion between studied and nonstudied words than those in the groups with few retrieval indices. Postquestionnaire analysis indicated that more previously studied items were retrieved if many studied items were available during implicit word-stem completion and that only a small proportion of word-stem completion was finished with studied words by the subjects who were aware of the prior studied and test word relations in all four groups. It was concluded that having more studied words retrievable contributed to more being retrieved and that involuntary awareness had very limited influence on the priming in the implicit word-stem completion.     

Retrieval practice can eliminate list method directed forgetting

It has recently been shown that retrieval practice can reduce memories’ susceptibility to interference, like retroactive and proactive interference. In this study, we therefore examined whether retrieval practice can also reduce list method directed forgetting, a form of intentional forgetting that presupposes interference. In each of two experiments, subjects successively studied two lists of items. After studying each single list, subjects restudied the list items to enhance learning, or they were asked to recall the items. Following restudy or retrieval practice of list 1 items, subjects were cued to either forget the list or remember it for an upcoming final test. Experiment 1 employed a free-recall and Experiment 1 a cued-recall procedure on the final memory test. In both experiments, directed forgetting was present in the restudy condition but was absent in the retrieval-practice condition, indicating that retrieval practice can reduce or even eliminate this form of forgetting. The results are consistent with the view that retrieval practice enhances list segregation processes. Such processes may reduce interference between lists and thus reduce directed forgetting.     

A comparison of serial position effects in implicit and explicit word-stem completion

In this study I examined a further possible dissociation between implicit and explicit memory—whether implicit memory produces serial position effects that are similar to those found in explicit memory. When implicit word-stem completion and explicit word-stem cued recall were compared, only the explicit test showed significant primacy and recency effects. The explicit test was sensitive to the order in which stimuli words were encoded, but the implicit test was not. This dissociation between implicit and explicit memory provides further evidence that conscious retrieval processes were not involved in the implicit test.     

The Effects of Data-Driven and Conceptually Driven Generation of Study Items on Direct and Indirect Measures of Memory

Two experiments are reported which investigated the effects of data-driven generation of study items on direct and indirect measures of memory. Previous research in the field of implicit memory has traditionally employed generation procedures at encoding which focused on conceptually driven processing. The present study undertook to devise data-driven generation procedures that were predicted to lead to a generation effect on word-stem completion.

In Experiment 1 subjects had to generate target items from anagrams and newly developed “assemblograms”, requiring mainly data-driven processing, as well as from semantic cues and definitions, involving mainly conceptually driven processing. Effects of these generate conditions were compared to the usual name condition on a direct word-stem cued recall test, and on an indirect word-stem completion test. Differences between data-driven generation on the stem completion task and the name condition failed to reach significant differences in retention.

In Experiment 2 subjects generated targets from assemblograms and from semantic cues. The data revealed the predicted occurrence of a generation effect on an indirect memory test following data-driven generation. The finding of a generation effect in an indirect as opposed to a direct memory test was seen as support for the view that generating a study item may enhance data-driven as well as conceptually driven processing, depending on the processing demands made by generation procedures. The results were interpreted within the transfer-appropriate processing framework, with additional reference to Glisky and Rabinowitz's two-component account of generation effects (Glisky & Rabinowitz, 1985).