摘要
本文以英语词汇为材料,采用自由回忆和再认测验作为外显记忆测验,词干补笔测验作为内隐记忆测验,探讨小学五年级学生在单字范式与字表范式下的有意遗忘效应及其机制。结果发现:(1)单字范式下,三种测验中都存在有意遗忘效应;而字表范式下,只有词干补笔和自由回忆测验中存在有意遗忘效应;(2)三种测验中,单字范式下记忆项与遗忘项的差异显著高于字表范式下二者的差异。这表明,两种范式下有意遗忘效应产生的机制是不一致的,且相较于字表范式,单字范式下有意遗忘效应更显著。
In intentional forgetting studies,participants are instructed to either forget or remember certain earlier studied items or lists.There are two the intentional forgetting paradigms which differ in how the memory instructions are presented.Under both methods,the participant is instructed to forget some items,the to-be-forgotten（F） items,and to remember other items,the to-be-remembered （R） items.In the item method,there are multiple apparently random R and F cues,one instruction immediately following each individual list item.In contrast,in the list method,two cues are typically presented,one at the middle（usually the forget instruction） and one at the end of the list,although other list method variations have been introduced.Following the study phase,in which the participant is told to remember.The intentional forgetting effect can be measured in two different ways.The first measure emphasizes the R items,employing a cost-benefit analysis of the differences in recall accuracy among three conditions：（a） the standard intentional forgetting condition with an equal mix of R and F items（the entire list）,（b） a condition with the R items only-half of the list,and（c） a condition with the entire list composed of R items.The intentional forgetting benefit is the recall advantage for the R items when coupled with an equal number of F items（condition a） as opposed to an equal number of R items（condition c）. In contrast,the intentional forgetting cost is the recall disadvantage for the R items when coupled with an equal number of F items （condition a） compared to a condition in which the list is half as long and made up of R items only（condition b）.The second measure emphasizes the F items,in contrast to the R items. The theoretical accounts of the directed forgetting effect differenced between the list and item method directed forgetting paradigms.According to the selective rehearsal account,the presentation of a forget cue terminates rehearsal（or encoding） of all preceding items and extra rehearsal is therefore devoted to postcue items,leading to the costs and the benefits,respectively.By a retrieval-inhibition theory of intentional forgetting,Items that are intentionally forgotten are not erased from memory,but access to them is blocked.According to this theory,people attempt to isolate the items they want to forget from other memories,and block access to the sequestered items.80 Grades 5 students were participated in explicit tests（recall and recognition） and implicit test （word- stem completion） by English words. The results showed：（1） the intentional forgetting effect occurred in the three tests in the items method,but the intentional forgetting effect only occurred in the recall test and recognition test.（2） the item method was higher significantly than the list method on the difference between to-be-remembered items and the to-bo-forgetten items in the three tests.The result suggested that the mechanism was different between two paradigms,and the item method of intentional forgetting effect was more significant than the list method.
出处
《心理科学》
CSSCI
CSCD
北大核心
2011年第1期2-6,共5页
Journal of Psychological Science
基金
国家社会科学基金"十一五"规划重点项目(ABA060004)的资助
关键词
有意遗忘
单字范式
字表范式
intentional forgetting
the item method
the list method
