Benjamin A S, Bjork R A
Department of Psychology, University of Toronto and the Rotman Research Institute at Baycrest Centre for Geriatric Care, Ontario, Canada.
J Exp Psychol Learn Mem Cogn. 2000 May;26(3):638-48. doi: 10.1037//0278-7393.26.3.638.
Tacit within both lay and cognitive conceptualizations of learning is the notion that those conditions of learning that foster "good" retention do so by increasing both the probability and the speed of access to the relevant information. In 3 experiments, time pressure during recognition is shown to decrease accessibility more for words learned via elaborative rehearsal than for words learned via rote rehearsal, despite the fact that elaborative rehearsal is a more efficacious learning strategy as measured by the probability of access. In Experiment 1, participants learned each word using both types of rehearsal, and the results show that access to the products of elaborative rehearsal is more compromised by time pressure than is access to the products of rote rehearsal. The results of Experiment 2, in which each word was learned via either pure rote or pure elaborative rehearsal, exhibit the same pattern. Experiment 3, in which the authors used the response-signal procedure, provides evidence that this difference in accessibility owes not to differences in the rate of access to the 2 types of traces, but rather to the higher asymptotic level of stored information for words learned via elaborative rehearsal.
在学习的外行和认知概念中，隐含着这样一种观念，即那些促进“良好”记忆的学习条件，是通过提高获取相关信息的概率和速度来实现的。在3项实验中，尽管从获取概率来看，精细复述是一种更有效的学习策略，但研究表明，在识别过程中的时间压力对通过精细复述学习的单词的可及性的降低程度，要大于对通过机械复述学习的单词的可及性的降低程度。在实验1中，参与者使用两种复述方式学习每个单词，结果表明，与机械复述的产物相比，时间压力对精细复述的产物的可及性的影响更大。实验2的结果也呈现出相同的模式，在该实验中，每个单词通过纯机械复述或纯精细复述来学习。实验3中，作者使用了反应信号程序，提供了证据表明，这种可及性的差异并非源于获取两种类型痕迹的速度差异，而是源于通过精细复述学习的单词的存储信息的更高渐近水平。
