Toppino Thomas C, Bloom Lance C
Department of Psychology, Villanova University, Pennsylvania 19085, USA.
J Exp Psychol Learn Mem Cogn. 2002 May;28(3):437-44. doi: 10.1037//0278-7393.28.3.437.
Two experiments used procedures similar to those used by R. L. Greene (1989) to test the 2-process theory of the spacing effect and, in particular, the contextual-variability subtheory that applies to free-recall performance. Experiment 1 obtained a spacing effect in free recall following intentional learning but not following incidental learning, contrary to a previous result supporting the 2-process theory. Experiment 2 replicated the incidental-learning results when a slow presentation rate was used. However, with a faster presentation rate, a spacing effect was obtained, and performance exceeded that of the slow-presentation-rate condition at the longest lag. Neither the contextual-variability subtheory of 2-process theory nor an alternative deficient-processing hypothesis was able to account for all of the data.
两项实验采用了与R. L. 格林(1989年)所使用的程序类似的方法,以检验间隔效应的双过程理论,特别是适用于自由回忆表现的情境变异性子理论。实验1在有意学习后的自由回忆中获得了间隔效应,但在附带学习后却未获得,这与先前支持双过程理论的结果相反。当使用较慢的呈现速度时,实验2重复了附带学习的结果。然而,在较快的呈现速度下,获得了间隔效应,并且在最长延迟时的表现超过了慢呈现速度条件下的表现。双过程理论的情境变异性子理论和另一种缺陷加工假设都无法解释所有数据。