Russo Riccardo, Mammarella Nicola, Avons S E
Department of Psychology, University of Essex, Colchester, United Kingdom.
J Exp Psychol Learn Mem Cogn. 2002 Sep;28(5):819-29.
Memory for repeated items improves when presentations are spaced during study. This effect is found in memory tasks using different types of material, paradigms, and participant populations. Although several explanations have been proposed, none explains the presence of spacing effects in cued-memory tasks for unfamiliar stimuli. Two experiments assessed the spacing effect on a yes-no recognition-memory task using nonwords and words as targets. The main results showed that changing the font between repeated occurrences of targets at study removed the spacing effect for nonwords only. A 3rd experiment using lexical decision showed that the font manipulation reduced repetition priming of nonwords when items were repeated at Lag 0. These results suggest that short-term perceptual priming supports spacing effects in cued-memory tasks for unfamiliar stimuli.
当在学习过程中对重复项目的呈现进行间隔时，对这些项目的记忆会得到改善。在使用不同类型材料、范式和参与者群体的记忆任务中都发现了这种效应。尽管已经提出了几种解释，但没有一种能够解释在针对不熟悉刺激的线索记忆任务中为何会出现间隔效应。两项实验使用非词和单词作为目标，评估了间隔对“是/否”识别记忆任务的影响。主要结果表明，在学习过程中改变目标重复出现时的字体，仅消除了非词的间隔效应。使用词汇判断的第三个实验表明，当项目在滞后0处重复时，字体操作减少了非词的重复启动。这些结果表明，短期感知启动支持针对不熟悉刺激的线索记忆任务中的间隔效应。
