熟悉性:基于知觉还是语义流畅性加工

该文运用任务分离法和Remember/Know程序,分别以图形和汉词为材料,研究集中注意和重度分散注意条件下内隐记忆和熟悉性的关系,以揭示外显记忆中熟悉性的属性,结果发现:(1)知觉性内隐记忆在集巾注意和蕈度分散注意下差异不显著,再认中的熟悉性在这两种注意水平下差异显著;(2)概念性内隐记忆、线索回忆中的熟悉性在两种注意水平下差异均显著.据此熟悉性和知觉性内隐记忆相分离,与概念性内隐记忆未出现分离,从而可以推测外显记忆中的熟悉性主要受语义流畅性加工调节.     

主题关系对无线索回忆再认效应的影响

本研究采用RWCR范式,从无线索回忆再认的视角考察了主题关系对熟悉性的影响。结果发现,主题关系能够引发无线索回忆再认效应。具体表现为,在回忆错误项目中,被试对与学过项目有主题关系线索的熟悉性评分显著高于与学过项目无主题关系线索的熟悉性评分。这一结果表明,个体在信息提取失败时,概念形式的语义信息也能引发基于熟悉性的再认判断。     

注意分散与记忆加工的关系：一项元分析

智能设备的普及增加了学习者注意分散的机率,但有关注意分散影响认知加工的研究结果不尽相同。为探讨注意分散对记忆效果的影响,考察注意分散的边界条件,对检索到的45篇文献使用随机效应模型进行元分析。在再认、线索和自由回忆的成绩上,分别生成了17个(1816人)、 12个(1642人)和29个(3802人)独立效应量。结果发现,注意分散显著降低了再认(g=-0.52)、线索回忆(g=-0.50)和自由回忆成绩(g=-0.87)。调节效应分析发现：线索回忆上,文本材料和内隐记忆的注意分散分别低于图片材料和外显记忆的影响;自由回忆上,编码阶段、内隐记忆的注意分散分别低于提取阶段和外显记忆的影响。研究表明,注意分散降低记忆效果,但受注意分散阶段、材料类型和记忆类型等因素的调节。     

图形旋转的记忆效应

该文主要以图形为实验材料,操纵学习和测验阶段的不同旋转角度,以考察图形旋转对知觉性内隐记忆、再认、意识性和熟悉性的影响.结果发现:(1)整体上,知觉性内隐记忆、再认、意识性和熟悉性都不随图形角度的旋转而变化,表明图形旋转的记忆阈限差别不大;(2)再认击中率在0度和180度间的差异主要是由记得虚报造成的,这与知觉信息的错误捆绑有关.     

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。     

媒体多任务经验对不同注意模式下内隐记忆的影响

本研究采用经典背景线索范式,在分布式注意（限制眼动）和集中式注意（自由观看）两种模式下考察不同媒体多任务经验者的内隐记忆表现。实验1要求被试在学习阶段自由观看场景并搜索目标,在测试阶段限制眼动并使用外周视野搜索目标。实验2将学习、测试阶段的注意模式反转。结果发现,高媒体多任务经验者在两种注意模式下均表现出背景线索效应;低媒体多任务经验者仅在集中式注意模式下表现出背景线索效应。结果表明,高媒体多任务经验者在分布式注意模式下存在一定的内隐记忆优势。     

关于内隐记忆研究新进展的几点介绍

近年来,内隐记忆开始成为当今记忆的研究热点。本文主要从“1、内隐记忆与外显记忆的发展性分离;2、学习阶段注意分配对知觉性和概念性内隐记忆的影响;3、可能图形与不可能图形对内隐记忆研究的贡献”三个方面对内隐记忆进行了介绍,并指出在进行内隐记忆研究时应该注意的问题。     

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.     

时间修饰词内隐记忆的实验研究

用词汇线索联想的内隐记忆实验范型,对48个时间修饰词进行概念启动效应的实验研究,探讨时间修饰词内隐记忆的特点和内隐时间表征存在的可能性。结果表明：学过的词和末学过的词之间词汇线索联想的启动值有显著差异;词汇线索联想和词汇线索回忆两种作业平均击中率的差异效应显著;被试完成两种作业依据的判定标准依次为：词的意义、词的时间属性(长度、时间单位)、过去生活经验等。对时间修饰词的内隐表征进行了初步讨论。     

FN400效应:外显记忆测量中的概念启动加工

概念启动与熟悉性的研究是近年来内隐记忆与外显记忆神经机制研究的焦点领域之一。双加工理论支持者认为额区300~500 ms(FN400)新旧效应指示熟悉性。单加工理论支持者认为,双加工理论支持者在得出FN400效应指示熟悉性的结论时,没有考虑内隐记忆尤其是概念启动对外显记忆的污染。通过一系列分离熟悉性和概念启动的研究,Paller等人证明了FN400效应指示的是概念启动而不是熟悉性,并且,熟悉性由顶区500~800 ms(LPC)新旧效应来指示。目前,关于FN400效应反映了何种记忆加工仍然存在争议,未来研究需要探索分离熟悉性和概念启动的新方法,并进一步考察流畅性对熟悉性影响的神经机制。     

Familiarity is related to conceptual implicit memory: An examination of individual differences

Explicit memory is thought to be distinct from implicit memory. However, growing evidence has indicated that explicit familiarity-based recognition memory judgments rely on the same process that supports conceptual implicit memory. We tested this hypothesis by examining individual differences using a paradigm wherein we measured both familiarity and conceptual implicit memory within the same participants. In Experiments 1a and 1b, we examined recognition memory confidence ROCs and remember/know responses, respectively, to estimate recollection and familiarity, and used a free association task to measure conceptual implicit memory. The results demonstrated that, across participants, familiarity, but not recollection, was significantly correlated with conceptual priming. In contrast, in Experiment 2, utilizing a similar paradigm, a comparison of recognition memory ROCs and explicit associative cued-recall performance indicated that cued recall was related to both recollection and familiarity. These results are consistent with models assuming that familiarity-based recognition and conceptual implicit memory rely on similar underlying processes.     

Stimulus exposure time and perceptual memory

The recent explosion of research on implicit memory has facilitated the examination of perceptual and conceptual processes in the encoding of information. Nevertheless, stimulus exposure time—the amount of time that a stimulus is physically available to a perceiver’s scrutiny—has received little attention. In the present paper, we examine the effect of stimulus exposure time on three implicit memory measures (word-fragment completion, perceptual identification, and general knowledge) and two explicit memory measures (graphemic cued recall and semantic cued recall). In Experiment 1, we demonstrated that increases in exposure time lead to increases in implicit perceptual memory, but not to implicit conceptual memory, when the encoding task focuses on perceptual features of the stimulus. We replicated this effect in Experiment 2 and demonstrated that increases in exposure time lead to increases in perceptualand conceptual memory when the measures are explicit. Thus, the current experiments demonstrate that manipulations of exposure time lead to dissociations in implicit, but not explicit, memory.     

The effect of midazolam on implicit and explicit memory in category exemplar production and category cued recall

Transfer‐appropriate processing theory (Roediger, Weldon, & Challis, 1989) proposes that dissociations between performance on explicit and implicit memory tests arise because these tests often rely on different types of information processing (e.g., perceptual processing vs conceptual processing). This perspective predicts that implicit and explicit memory tasks that rely primarily on conceptual processing should show comparable results, not dissociations. Numerous studies have demonstrated such similarities. It is, however, possible that these results arise from explicit memory contamination of performance on implicit memory tasks. To address this issue, an experiment was conducted in which participants were administered the sedative midazolam prior to study. Midazolam is known to create a temporary, but dense, period of anterograde amnesia. The effects of blocking stimulus materials by semantic category at study and generation at study were investigated on category exemplar production and category‐cued recall. The results of this study demonstrated a dissociation of the effects of midazolam on category exemplar production and category‐cued recall. Specifically, midazolam reduced the effect of blocking stimulus materials in category‐cued recall, but not in category exemplar production. The differential effect of midazolam on explicit and implicit memory is at odds with transfer‐appropriate processing theory and suggests that theories of memory must distinguish the roles of different types of conceptual processing on implicit and explicit memory tests.     

知觉和概念加工范式对内隐与外显记忆发展的影响

控制知觉材料的熟悉性和概念范例的典型性,以考察它们对内隐与外显记忆发展的影响。结果表明：（1）知觉内隐记忆的启动效应不存在年龄和熟悉性效应,而知觉外显记忆成绩则具有明显的年龄和熟悉性效应;（2）在概念内隐记忆任务上,典型范例的启动效应不存在年龄差异,非典型范例的启动效应则存在随年龄而增长的启动效应：无论是典型范例还是非典型范例的外显记忆成绩均随年龄增长而提高。     

Environmental context effects in conceptual explicit and implicit memory

Previous research has found environmental context effects for both conceptual explicit and conceptual implicit memory (Parker, Gellatly, & Waterman, 1999). The research presented here challenges these findings on methodological grounds. Experiment 1 assessed the effects of context change on category-exemplar generation (conceptual implicit memory test) and category-cued recall (conceptual explicit memory test). Experiment 2 assessed the effects of context change on word association (conceptual implicit memory test) and word associate cued recall (conceptual explicit memory test). In both experiments, study-test changes in environmental context were found to influence performance only on tests of explicit memory. It is concluded that when retrieval cues across explicit and implicit tests are matched, and the probability of explicit contamination is reduced, then only conceptual explicit test performance is reduced by study-test changes in environmental context.     

Attention and implicit memory tests: The effects of varying attentional load on conceptual priming

The role of attention during encoding is important to many current accounts of the implicit/explicit memory distinction. Some accounts suggest that implicit memory tests reflect automatic (non-attentiondemanding) encoding processes, whereas other accounts (such as the transfer-appropriate-processing view) suggest that performance on conceptual implicit tests requires attention during encoding. The present study manipulates attention at encoding over several levels (by varying short-term memory load) and examines the effects on the category-exemplar production task (a conceptual implicit memory test) and its explicit counterpart, category-cued recall. Dividing attention decreased performance on both tests, but in different ways. Mild divisions of attention reduced recall but not conceptual priming. Strong divisions of attention reduced performance on both tests and, in addition, eliminated conceptual priming entirely. These findings resolve apparently conflicting results in the literature and help to clarify the relationship between attention and performance on implicit memory tests.     

Dissociation of implicit and explicit memory tests: Effect of age and divided attention on category exemplar generation and cued recall

In this article, we report an experiment that provides further evidence concerning the differences between explicit and implicit measures of memory. The effects of age and divided attention on the implicit conceptual test of category exemplar generation (CEG) were compared with their effects on the explicit test of cued recall, where the category names served as cues in both tasks. Four age groups (20–35, 40–55, 60–75, and 76–90) were compared. Half of the subjects were also required to carry out a secondary letter-detection task during the learning phase. Cued recall performance was significantly impaired by increased age and imposition of the secondary task. In contrast, the CEG task was unaffected by these two factors. These results suggest that implicit conceptual tasks and explicit memory tasks are mediated by different processes. This conclusion opposes those of previous studies that showed that experimental manipulations (level of processing, generation, organization) influenced these two kinds of memory tests in a similar way.     

Low Reliability of Perceptual Priming: Consequences for the Interpretation of Functional Dissociations Between Explicit and Implicit Memory

In this study, three experiments are presented that investigate the reliability of memory measures. In Experiment 1, the well-known dissociation between explicit (recall, recognition) and implicit memory (picture clarification) as a function of age in a sample of 335 persons aged between 65 and 95 was replicated. Test-retest reliability was significantly lower in implicit than in explicit measures. In Experiment 2, parallel-test reliabilities in a student sample confirmed the finding of Experiment 1. In Experiment 3, the reliability of cued recall and word stem completion was investigated. There were significant priming effects and a dissociation between explicit and implicit memory as a function of levels of processing. However, the reliability of implicit memory measures was again substantially lower than in explicit tests in all test conditions. As a consequence, differential reliabilities of direct and indirect memory tests should be considered as a possible determinant of dissociations between explicit and implicit memory as a function of experimental or quasi-experimental manipulations.     

Priming guesses on a forced-recall test

The forced-recall paradigm requires participants to fill all spaces on the memory test even if they cannot remember all the list words. In the present study, the authors used that paradigm to examine the influence of implicit memory on guessing--when participants fill remaining spaces after they cannot remember list items. They measured explicit memory as the percentage of targets that participants designated as remembered from the list and implicit memory as the percentage of targets they wrote but did not designate as remembered (beyond chance level). The authors examined implicit memory on guessing with forced recall (Experiment 1), forced cued recall with younger and older adults (Experiment 2), and forced free and cued recall under a depth-of-processing manipulation (Experiment 3). They conclude that implicit memory influences guesses of targets in the forced-recall paradigm.