分类学习与混合学习下的注意促进效应比较

注意促进效应(ABE)是指目标探测性质的干扰会促进与之同时进行的背景刺激的记忆编码, 产生比分心拒绝下更优的记忆成绩。Spataro等人(2017)对此提出项目特异性解释, 认为目标探测主要促进的是对项目的特异性信息而非关系性信息加工。本研究采用混合学习和分类学习的方式形成对背景刺激的特异性信息和关系性信息加工。结果表明, 与混合学习相比, 分类学习下的ABE有所减少(实验2), 甚至消失(实验1), 表明当编码过程中对背景刺激的加工主要依赖于关系性信息时, 目标探测所产生的促进效应会被削弱, 从而为ABE的项目特异性解释提供更为直接的证据。     

熟悉性对被试操作效应的作用:来自无线索回忆再认的证据

在动作事件的再认记忆中,被试操作后的记忆成绩优于单纯的词语记忆(SPT效应)。人们认为操作促进了回想加工,而熟悉性是否对SPT效应起作用仍然存在分歧。研究采用无线索回忆再认范式,考察了信息提取失败时熟悉性对SPT效应的作用。结果显示:(1)SPT和VT两种编码都引发了稳定的无线索回忆再认效应(RWCR效应)。(2)与VT编码相比,SPT编码引发更强的熟悉性加工,表现出无线索回忆再认的记忆优势。上述结果表明,即使无法正确提取细节信息,在SPT编码中被试凭借熟悉性辨认的能力仍然高于VT编码。该结果从信息提取失败的视角为熟悉性对SPT效应的作用提供了更为直接的证据。     

基于熟悉性的项目间语义关系再认

在项目间语义关系的熟悉性研究中, 一个关键问题是熟悉性效应依赖于哪种信息的加工, 关系概念还是抽象结构?研究通过两个实验, 借助无线索回忆再认范式(the recognition without cued recall paradigm, 简称RWCR范式)和四词类比材料, 采用混合设计, 直接分离与比较关系概念和抽象结构的加工对RWCR效应的影响。结果发现, 关系概念作为测验线索能够引发显著RWCR效应, 但仅仅学习关系概念却不能;只有学习关系概念的结构化材料时, 才能引发显著RWCR效应。该结果表明, 项目间语义关系的熟悉性过程与结构信息有关。     

记忆的知觉干扰效应研究概述

知觉干扰效应是指在识记阶段快速呈现一个单词,紧接着给予一个倒行掩蔽的刺激,在随后的记忆测验中被试表现出对单词的记忆增强的一种现象。知觉干扰效应的影响因素分为测验方式、实验设计方式、实验材料的属性和其他影响因素四个方面。理论解释主要有六种：精细加工假说、时空背景假说、任务要求假说、补偿加工假说、选择性复述假说以及项目特异关联假说。最后,文章从研究领域和实验材料的拓展以及主观因素的影响展望了该研究领域     

DRM范式的关联性记忆错觉的研究综述

该文介绍了近年来使用Deese -Roediger -McDermott范式对关联性记忆错觉的研究。简述了影响关联性记忆错觉的九种因素的实验研究、关联效应产生的神经机制方面的研究以及有关的知觉 -记忆模型。     

项目反应理论等级反应模型项目信息量

信息函数作为项目反应理论中的一个重要概念,在进行项目和测验分析的工作中,以及在指导测验编制的工作中,有着非常重要的应用价值。信息函数的应用在计算机化自适应测验中更是重中之重,也受到最大关注。然而,关于多级记分项目信息函数特性的研究还比较少。本研究模拟了被试特质水平参数数据和项目参数数据,其中被试特质水平参数生成了121个被试特质水平参数点,项目参数生成了4批不同区分度参数数据,每批数据有126个不同难度等级参数组合模式的项目,每个项目有5个难度等级。通过数据分析后发现,等级反应模型项目提供最大信息量所对应的被试特质水平,是与该项目几个相互临近的难度等级组相适应,既不是只与其中一个难度等级对应,也不一定是与所有难度等级对应。本研究称这种规律为“临近难度等级占优”。这个发现无疑对测验质量分析和测验编制工作,包括计算机化自适应测验编制,具有重要的指导意义     

误导信息效应中年龄差异与自信差异初探

本研究对误导信息效应中不同年龄被试对最初事件再认的表现差异和自信心差异进行了探讨。结果表明:在再认成绩方面,被试对误导项目的错误反应率要高于对控制项目的错误反应率,即产生了误导信息效应,而且老年被试比年轻被试更易受误导信息的影响;在自信心方面,被试不存在年龄差异,即无论是在误导项目上,还是在控制项目上,老年被试和年轻被试对其再认的正确和错误反应有一样高的自信心。     

新颖语义联结形成的右半球优势效应

新颖语义联结形成是创造性思维的重要加工过程。采用谜题型歇后语为材料,直接操控语义联结的新颖性,通过两个实验考察汉语新颖语义联结形成的神经机制。实验1采用fMRI记录谜题型歇后语阅读理解过程的神经活动,结果显示相对于寻常语义关联条件,新颖语义关联条件更强地激活了右侧颞上回,该脑区可能与新颖语义信息的激活有关。实验2采用ERP技术在语义关联性判断任务中考察新颖语义联结形成神经加工的时空特征,结果显示相对于寻常语义关联条件,新颖语义关联条件在右侧颞区和右侧额区诱发了更正的晚期正成分,可能分别反映了新颖语义信息的激活以及选择与整合。研究结果支持了新颖语义联结形成的右半球加工优势效应。     

动作记忆SPT优势效应的理论探讨

操作条件下的记忆效果好于语词条件下记忆效果的现象被称为动作记忆SPT效应。以往研究先后提出非策略加工、多通道加工、动作编码及情景整合理论来解释SPT效应,但这些理论解释仍存在矛盾和分歧,并阻碍了当前动作记忆领域的研究进展。为了解决目前的理论困境,本文详细地阐述了各理论的核心内容、发展历程及其存在矛盾和分歧的原因,并提出应以加工过程与加工对象相结合的视角来建立新的理论模型,以进一步促进实证研究的展开。     

汉语无关联词因果复句的命题表征项目互换效应

采用句子—图画验证任务探讨了汉语无关联词因果复句的命题表征项目互换效应。结果表明 ,汉语无关联词因果复句的项目表达顺序为“结果→原因”时 ,所形成的命题表征中项目发生互换 ,其结果为“原因→结果”。本研究结果初步表明 ,在没有关联词的语法提示条件下 ,读者在理解汉语无关联词的因果复句的过程中能够根据其语义内容按照“原因→结果”固定方向进行系列的认知加工     

Organisation and Recall in Verbal Tasks and in Subject-performed Tasks

In memory for subject-performed tasks (SPTs), subjects encode a list of simple action phrases (e.g. "lift the pen", "open the book") by performing these actions during learning. Performing tasks has proved to be a much more efficient type of encoding than verbal tasks (VTs), in which subjects only listen to the action phrases in order to memorise them. It is assumed that good item-specific encoding after SPTs plays an important role in the SPT effect. The role of relational encoding for the SPT effect is less clear, as is the question of whether SPT encoding is automatic or controlled. Two experiments were conducted to address these issues. Subjects learned lists which were categorically structured in VTs and SPTs, under focal attention or divided attention. The results indicated that relational encoding does not differ between VTs and SPTs, and that free recall is impaired in both cases by divided attention, more so in VTs than in SPTs. It is concluded that the SPT effect is primarily based on item-specific information rather than on relational information, and that VTs are more dependent than SPTs on active encoding.     

Enactment enhances integration between verb and noun, but not relational processing, in episodic memory

Improved recall has consistently been demonstrated following motor activation at encoding (SPT), compared to traditional verbal learning (VT). Enhancements of item-specific processing and relational processing have been proposed as possible mechanisms to account for this SPT effect. There is ample evidence supporting the notion of enhanced item-specific processing, however it is still unclear whether enhancement of relational processing contributes to improved recall. In the present study, 2 experiments were designed to address this issue. In Experiment 1, memory under 2 encoding conditions (VT vs. SPT) and 3 recall conditions (free recall vs. category-cued recall vs. verb-cued recall) were studied in 3 large samples (N= 500-600). Experiment 2 replicated the findings of Experiment 1, and controlled for the use of actual objects, short-term memory effects, and carryover effects, in Experiment 1. The results in both experiments showed an interaction between type of encoding and type of recall. Verb-cued recall was affected differently by SPT encoding, as compared to category-cued recall and free recall. The results indicate that enhanced integration between verb and noun is an effect of SPT encoding, whereas enhanced relational processing is not.     

Gains and losses in action memory.

Enacting action phrases (SPT for subject-performed task) produces better free recall than only learning the phrases verbally (VT for verbal task). A widespread explanation of the enactment effect is based on the distinction between item-specific and relational information. There is widespread agreement that the main reason is the excellent item-specific encoding by enactment. However, there is little direct evidence in the case of free recall. The role of relational information is less clear. We suggest that content-based relational encoding is better in VTs than in SPTs. In three experiments, in which multiple free recall testing used item gains and losses as indices of item-specific and content-based relational encoding, respectively, these assumptions were confirmed. Consistently more gains (indexing better item-specific encoding) and more losses (indexing poorer relational encoding) were observed in SPTs than in VTs (Experiments 1 and 2). Furthermore, it was demonstrated that the content-based relational information underlying losses is not identical with order-relational information (Experiment 2). In Experiment 3, it was shown that an item-specific orienting task for VTs produced an equivalent number of item gains and losses as did the SPT condition.     

Differential relational encoding of categorical information in memory for action events

Memory for action phrases is better if the actions are enacted in subject-performed tasks (SPTs) than if they are only listened to in verbal tasks (VTs). This effect is ascribed to better item-specific encoding of SPTs than of VTs. The role of interitem relational information is controversial, and the findings of clustering with categorically structured lists are inconsistent (see Engelkamp, 1998). The present study contributes to clarifying these effects by demonstrating that intentional relational encoding can be used more efficiently in VTs than in SPTs and influences the degree of clustering. If the list structure is not obvious, inducing intentional encoding by presenting the category labels prior to list presentation and asking subjects to use this preinformation increases clustering in VTs but not in SPTs. Without preinformation, clustering scores of VTs and SPTs did not differ, with preinformation, clustering of VTs was stronger than that of SPTs. The authors suggest how the inconsistent findings with regard to clustering effects can be explained.     

Enactment supports unitisation of action components and enhances the contribution of familiarity to associative recognition

Memory for actions is usually better following subject-performed tasks (SPT) than verbal tasks (VT). We hypothesised that enactment unitises the components of actions such that familiarity can support associative recognition following SPT. To examine this hypothesis, participants studied verb–object pairs in a SPT or VT condition. During testing, they discriminated between intact, recombined and new items and made Remember/Know judgments; additionally, their EEGs were recorded. Associative recognition was better following SPT than VT. Early frontal event-related potentials (ERPs) were graded according to the item status following SPT, but no such effects were found after VT. Similarly, the late parietal ERPs were graded following SPT, whereas these effects were smaller and did not differ between intact and recombined items following VT. We conclude that enactment unitised the action and object so that familiarity could contribute to associative recognition and that recollection became sensitive to the amount of the matching associative information.     

Negative Cueing Effects with Weak and Strong Intralist Cues

In three experiments, we studied cueing effects of relational and itemspecific information after enacted and non-enacted encoding of short sentences (e.g. lift the pen, fold the paper). In Experiment 1, all subjects were instructed at encoding to remember only the nouns of these sentences; half of the subjects were informed about the categorical nature of the nouns, whereas the other half were not. At retrieval, all subjects were given a free recall test and a cued recall test with the verb of each sentence as the cue. In Experiment 2, all subjects were instructed at encoding to remember the whole sentence; as in Experiment 1, half of the subjects were informed about the categorical nature of the nouns and half were not. At test, all subjects were given two cued recall tests, one categorical cue for each noun in the first test and one verb cue and one categorical cue for each noun in the second test. In Experiment 3, at encoding, all subjects were informed about the categorical nature of nouns and were instructed to remember the whole sentence. In this experiment, the actions were performed with imaginary objects; free recall and cued recall tests were given to different subjects. In all three experiments, there was a negative effect of intralist cueing with verbs. This finding is at odds with the Encoding Specificity Principle, which assumes facilitation of cueing at retrieval if the cues were encoded together with the to-be-remembered information at encoding. Also, the effect of intralist cueing was different after encoding with enactment than after encoding without enactment; this difference holds true for enactment with real objects but not for enactment with imaginary objects. Enactment increased both the relational and the item-specific cueing efficiency. The results are discussed in terms of encoding interference between cues and targets and between item-specific processing and relational processing. Enacted encoding is conceived as integrating episodic information both with respect to item specificity and relational aspects of the information.     

Pair-relational encoding of performed nouns and verbs

Summary Subjects had to learn lists of noun pairs and verb pairs. They were informed in advance about the test types and were tested for free recall (FR) and cued recall (CR). Three classes of encoding instructions were used: standard learning instructions, item-specific enactment instructions (to perform the denoted action of the verb or a typical action for the noun, and to do the same plus finding separate goals for the two elements of each pair), and enactment instructions that were completed by explicit instructions to integrate the word pairs (find a common goal, and find a common goal plus rating your success). There was no effect of encoding instructions on FR of nouns. There was a better FR under all enactment instructions than under standard instructions for verbs. CR decreased after item-specific enactment instructions, in contrast with standard learning instructions, but more for nouns than for verbs. CR increased after the instructions to integrate the pairs, in contrast with item-specific enactment instructions, but more for nouns than for verbs. It was concluded that enactment provides excellent item-specific information that can hardly be enhanced further, and that the item-specific information provided by concrete nouns is fundamentally good and is difficult to enhance by enactment. It is further assumed that enactment not only provides excellent item-specific information, but also hinders pair integration. Therefore, CR decreases after enactment. This decrease can only be overcome when subjects actively try to integrate the word pairs.     

Design-effects in prospective and retrospective memory for actions

There is ample evidence that memory for action phrases such as "open the bottle" is better in subject-performed tasks (SPTs), i.e., if the participants perform the actions, than in verbal tasks (VTs), if they only read the phrases or listen to them. It is less clear whether also the sole intention to perform the actions later, i.e., a prospective memory task (PT), improves memory compared with VTs. Inconsistent findings have been reported for within-subjects and between-subjects designs. The present study attempts to clarify the situation. In three experiments, better recall for SPTs than for PTs and for PTs than for VTs were observed if mixed lists were used. If pure lists were used, there was a PT effect but no SPT over PT advantage. The findings were discussed from the perspective of item-specific and relational information.     

支持性条件对记忆年龄差异的影响

通过三个实验探讨支持性条件对记忆年龄差异的影响。结果表明,在操作条件下记忆高语义关联度项目时,有缩小记忆年龄差异的作用,(实验一);线索回忆时,对于低语义关联度项目,青年人可从名词线索中获得更多支持(实验二);当使用具范畴组织关系的词表作为记忆材料时,操作条件和范畴线索的结合对老年人记忆有干扰作用(实验三)。记忆中年龄差异的变化反映了编码条件、记忆材料和提取条件三方面的综合作用。