Seamon John G, Goodkind Madeleine S, Dumey Adam D, Dick Ester, Aufseeser Marla S, Strickland Sarah E, Woulfin Jeffrey R, Fung Nicholas S
Department of Psychology, Wesleyan University, Middletown, Connecticut 06459-0408, USA.
Mem Cognit. 2003 Apr;31(3):445-57. doi: 10.3758/bf03194402.
In two experiments involving recall and recognition, we manipulated encoding strategies, attention, and practice in the Deese, Roediger, and McDermott false memory procedure. During the study of auditory word lists, participants listened to the words, wrote the words, wrote the second letter of the words, or counted backward by threes and wrote numbers in time with the words. The results from both experiments showed that, relative to the full-attention hear word condition, the divided-attention write number condition impaired accurate memory, but not false memory. In contrast, the focused-attention write word and write second letter conditions were comparable to the hear word condition in producing accurate memory, yet they were better at reducing false memory. But even after multiple study-test trials, people still falsely recalled or recognized words that they had never written during study. These results are consistent with predictions generated from fuzzy trace theory and the activation/monitoring framework.
在两项涉及回忆和再认的实验中，我们在迪斯、罗迪格和麦克德莫特错误记忆程序中操纵了编码策略、注意力和练习。在听觉单词列表的学习过程中，参与者聆听单词、书写单词、书写单词的第二个字母，或者倒着数三的倍数并随着单词的节奏写下数字。两项实验的结果均表明，相对于全神贯注听单词的条件，分散注意力写数字的条件会损害准确记忆，但不会损害错误记忆。相比之下，集中注意力写单词和写第二个字母的条件在产生准确记忆方面与听单词的条件相当，但它们在减少错误记忆方面表现更佳。但即使经过多次学习 - 测试试验，人们仍然会错误地回忆或再认出他们在学习过程中从未写过的单词。这些结果与模糊痕迹理论和激活/监控框架所产生的预测一致。
