Wickens D D, Moody M
J Exp Psychol Hum Learn. 1976 Nov;2(6):712-9.
Three experiments were conducted to investigate whether semantic information presented to the unattended ear in a dichotic listening experiment has a memory effect after 30 sec. In all three experiments the Brown-Peterson paradigm was employed. Experiment 1 used the release from proactive inhibition technique and found no evidence that semantic material presented to the unattended ear produced proactive inhibitory effects on attended ear material. Experiment 2 suggests that this result was not due to a memory deficiency resulting from a lack of intent to learn. Experiment 3 indicates that repetition of the same information for three trials to the unattended ear did not enhance memory performance when the material was later presented to the attended ear. Assuming that some semantic processing does occur at the time of input, an interpretation based upon the levels-of-processing approach was suggested as a possibility for explaining the negative results.
进行了三项实验，以研究在双耳分听实验中呈现给非注意耳的语义信息在30秒后是否具有记忆效应。在所有三项实验中都采用了布朗-彼得森范式。实验1使用了从 proactive 抑制中释放的技术，没有发现证据表明呈现给非注意耳的语义材料对注意耳的材料产生 proactive 抑制作用。实验2表明，这一结果并非由于缺乏学习意图导致的记忆缺陷。实验3表明，当相同信息在非注意耳重复呈现三次后，随后呈现给注意耳时，并没有提高记忆表现。假设在输入时确实发生了一些语义处理，那么基于加工水平方法的一种解释被认为有可能解释这些负面结果。
