Rose R J
Department of Psychology, Memorial University of Newfoundland, St. John's, Canada.
Mem Cognit. 1992 Nov;20(6):621-32. doi: 10.3758/bf03202712.
The purpose of the two experiments reported here was to observe the effects of degree of learning, interpolated tests, and retention interval, primarily on the rate of forgetting of a list of words, and secondarily on hypermnesia for those words. In the first experiment, all the subjects had one study trial on a list of 20 common words, followed by two tests of recall. Half of the subjects had further study and test trials until they had learned the words to a criterion of three correct consecutive recalls. Two days later, half of the subjects under each learning condition returned for four retention tests, and 16 days later, all the subjects returned for four tests. Experiment 2 was similar, except that all the subjects had at least three study trials followed by four recall tests on Day 1, intermediate tests were given 2 or 7 days later, and they all had final tests 14 days later. The results showed that rate of forgetting was attenuated by an additional intermediate set of tests but not by criterion learning. Hypermnesia was generally found over the tests that were given after a retention interval of 2 or more days. The best predictor of the amount of hypermnesia over a set of tests was the difference between overall cumulative recall and net recall on the first test of the set.
这里报告的两项实验的目的，主要是观察学习程度、插入测试和保持间隔对一组单词遗忘率的影响，其次是对这些单词记忆增强的影响。在第一个实验中，所有受试者对一组20个常用单词进行一次学习尝试，随后进行两次回忆测试。一半的受试者进行进一步的学习和测试尝试，直到他们将单词学到连续三次正确回忆的标准。两天后，每种学习条件下的一半受试者回来进行四次保持测试，16天后，所有受试者回来进行四次测试。实验2与之类似，不同之处在于所有受试者在第1天至少进行三次学习尝试，随后进行四次回忆测试，在2天或7天后进行中间测试，并且他们都在14天后进行最终测试。结果表明，遗忘率因额外的一组中间测试而减弱，但不因达到标准的学习而减弱。在间隔2天或更长时间的保持测试后，通常会出现记忆增强。一组测试中记忆增强量的最佳预测指标是该组第一次测试的总体累积回忆与净回忆之间的差异。
