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提取练习效应揭示了提取对记忆保持的关键意义;学习时间分配的有关研究表明提取练习效应的大小可能与材料难度有关。两个实验探讨了提取时间与材料难度对提取练习效应的影响:实验1采用2(提取时间:短,长)×2(材料难度:容易,困难)的混合设计,5分钟后测查记忆保持水平。实验2采用类似设计,将最终测试间隔延长至24小时。结果发现,⑴ 延长提取时间均提高了记忆成绩和记忆保持率。⑵ 即时测试条件下,提取时间较短时,不同难度材料的记忆成绩差异不显著;提取时间较长时,困难材料的记忆成绩高于容易材料;困难材料的记忆保持率在不同提取时间下均高于容易材料。⑶ 延迟测试条件下,无论提取时间长短,困难材料的记忆成绩及保持率均高于容易材料。研究表明,延长提取时间对提取练习效应的影响受材料难度的调节;情境背景和必要难度是解释该调节作用的可能理论框架。 相似文献
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产生效应指朗读单词的记忆成绩要好于默读单词的记忆成绩。采用“学习-再认”的实验范式,以小学三年级、小学五年级、初一、初二和大学生为被试,采用2(阅读方式:朗读,默读)×2(学习次数:1次,3次)×5(年级:三年级,五年级,初一,初二,大学)的混合设计,探讨中文词汇产生效应的发展特点。结果发现:(1)年级的主效应显著,大学生的记忆成绩显著高于三年级、五年级和初一学生的;五年级、初一和初二学生的记忆成绩显著高于三年级学生的;(2)阅读方式的主效应显著,朗读的记忆成绩显著高于默读的;(3)学习次数的主效应显著,3次的记忆成绩显著高于1次的;(4)阅读方式和年级的交互作用显著,在朗读的记忆成绩上,小学三年级的与大学生的差异显著,但小学五年级、初一、初二学生的和大学生的差异均不显著,说明朗读的记忆成绩在小学五年级趋于成熟;在默读的记忆成绩上,小学三年级、五年级、初一学生的均与大学生的差异显著,初二学生的与大学生的无显著差异,表明默读的记忆成绩在初二年级趋于成熟。初一学生的产生效应大小与大学生的无差异。研究结果支持产生效应的特异观。 相似文献
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In four experiments, we tested conditions under which artifact concepts support inference and coherence in causal categorization. In all four experiments, participants categorized scenarios in which we systematically varied information about artifacts’ associated design history, physical structure, user intention, user action and functional outcome, and where each property could be specified as intact, compromised or not observed. Consistently across experiments, when participants received complete information (i.e., when all properties were observed), they categorized based on individual properties and did not show evidence of using coherence to categorize. In contrast, when the state of some property was not observed, participants gave evidence of using available information to infer the state of the unobserved property, which increased the value of the available information for categorization. Our data offers answers to longstanding questions regarding artifact categorization, such as whether there are underlying causal models for artifacts, which properties are part of them, whether design history is an artifact’s causal essence, and whether physical appearance or functional outcome is the most central artifact property. 相似文献
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Choice‐making,Expectations, and Treatment Positivity: How and When Choosing Shapes Aversive Experiences 下载免费PDF全文
Every day we use products and treatments with unknown but expected effects, such as using medication to manage pain. In many cases, we have a choice over which products or treatments to use; however, in other cases, people choose for us or choices are unavailable. Does choosing (versus not choosing) have implications for how a product or treatment is experienced? The current experiments examined the role of choice‐making in facilitating so‐called expectation assimilation effects—or situations in which a person's experiences (e.g., discomfort and pain) are evaluated in a manner consistent with their expectations. In Experiment 1, participants were initially exposed to a baseline set of aversive stimuli (i.e., sounds). Next, some participants were given expectations for two “treatments” (i.e., changes in screen display) that could ostensibly reduce discomfort. Critically, participants were either given a choice or not about which of the two treatments they preferred. Participants in a control condition were not provided with treatment expectations. Results revealed that discomfort experiences assimilated to expectations only when participants were provided with choice. Experiment 2 replicated this finding and provided evidence against the idea that demand characteristics and choice‐making unrelated to the core task (i.e., choices without associated expectations) could account for the results. Further, Experiment 2 showed that choosing reduced discomfort because of increased positivity about the treatment. Results are discussed in the context of extant research on choice‐making and expectation effects. Copyright © 2013 John Wiley & Sons, Ltd. 相似文献
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《Journal of applied research in memory and cognition》2014,3(3):171-176
Testing effects have been well-established across a variety of studies involving school-age children. Specifically, children's test performance improves when they are given the opportunity to practice retrieval prior to the final test as compared to when practice involves only study. The current investigation focused on the influence of testing with feedback on fifth graders’ learning of science concepts. Across two experiments, 65 students studied twenty key concept definitions. After study, the definitions were randomly assigned to one of four conditions: control, test only, study only, and test plus feedback. Concepts assigned to the latter three conditions were presented again (either for test only, study only, or test plus feedback) during two separate sessions, and a final test was administered during a separate session. At the final test, students were asked to provide the definition for each of the twenty key concepts. Final test performance was best for definitions that had been tested with feedback, followed by recall for those that had only been tested or only restudied, with lowest performance for those that did not receive additional practice. Despite multiple sessions spaced across several days, however, performance for all conditions was low, which may have resulted from the ineffective use of feedback. In summary, testing followed by feedback can boost younger students learning of science concepts, but mastery will require the use of other strategies as well. 相似文献