不同情境转换对重复学习条件下类别-例词回忆的影响

为了考察重复学习条件下内部心境转换和外部情境转换对类别-例词回忆的影响,本研究参考提取练习范式,进行了两个实验。实验1选取96名被试,在初始学习与重复学习阶段之间通过指导语操纵被试维持初始学习时的心境,或转换为合作心境,或转换为竞争心境;实验2选取64名被试,被试在不同外部情境中进行初始学习和重复学习,测试时或处于初始学习的情境,或处于重复学习的情境。回忆测验的结果显示:与未经历重复学习的基线词相比,同类别重学的例词回忆率高于基线词,表现出促进现象;当发生内部心境转换,或发生外部情境转换且在重复学习的情境测试时,同类别中未重学例词的回忆率低于基线词,表现出削弱现象;当发生外部情境转换但在初始学习情境测试时,同类别未重学例词的回忆却高于基线词。可采用联结凸显-曝光-线索扩展性的三维度观点解释这一结果。

The Influence of Different Context Shift on the Recall of Category-example Words under the Condition of Repetitive Learning

In order to investigate the effects of internal mood shift and external context shift on category-example words recall under repeated learning condition, this research referred to the retrieval practice paradigm and conducted two experiments. Experiment 1 selected 96 participants and manipulated them to maintain their initial learning mood between the initial learning and repetitive learning stages or shift to a cooperative mood or a competitive mood; experiment 2 selected 64 subjects, and the subjects performed initial learning and repeated learning in different external contexts, either in the first learning situation or in the repeated learning situation during the test. The results of the recall test showed that compared with the baseline words that had not undergone repetitive learning, the recall rate of repetitive words in the same category were higher than that of the baseline words, showing a promotion phenomenon; an internal mood shift occurred, or an external context shift occurred and test occurred in the repetitive learning context, the recall rate of other words in the same category were lower than that of the baseline words, showing a weakening phenomenon; an external context shift occurred but test happened in the previous learning context test, the recall of other words in the same category were higher than the baseline words. This result can be explained by the three-dimensional view of association emergence-exposure-cue expansion.