Anderson Christopher J
Department of Psychology, Temple University, Philadelphia, PA 19122-6085, USA.
Memory. 2005 Feb;13(2):113-23. doi: 10.1080/09658210344000620.
Prior research on autobiographical memory revealed that students typically report more memories from semester boundaries than from other times. Explanations for these calendar effects were examined in two experiments. In Experiment 1, temporal cues were eliminated from the memory cueing task, and an opposite outcome obtained: a greater amount of memories per week in the middle of semesters than at the boundaries (a reverse calendar effect). Experiment 2 replicated and extended this finding by including conditions with temporal cues at different points in the instructions: pre-retrieval or post-retrieval. In the no-cue condition, the reverse calendar effect was replicated. The calendar effect was evident in both cue conditions, but to a greater degree in the pre-retrieval group. These findings contradict encoding explanations of the calendar effect and are best explained by a combination of anchoring bias and temporal landmarks.
先前关于自传体记忆的研究表明，学生通常报告的记忆更多来自学期界限时期，而非其他时间段。在两项实验中对这些日历效应的解释进行了检验。在实验1中，从记忆提示任务中消除了时间线索，得到了相反的结果：学期中期每周的记忆量比学期界限时期更多（反向日历效应）。实验2通过在指导语的不同时间点设置时间线索条件（检索前或检索后）来重复并扩展了这一发现。在无线索条件下，反向日历效应得到了重复。在两种线索条件下日历效应都很明显，但在检索前组中程度更大。这些发现与日历效应的编码解释相矛盾，最好用锚定偏差和时间地标相结合来解释。
