O'Neill Ward
Ecole de Psychologie, Université de Moncton, Moncton, Canada.
Percept Mot Skills. 2005 Jun;100(3 Pt 1):716-22. doi: 10.2466/pms.100.3.716-722.
The Remember/Know procedure was used to investigate the effects of word imageability on recognition memory. An experiment, using French-speaking undergraduate students (17 women and 3 men), replicated Dewhurst and Conway's 1994 finding that rated imageability significantly increased accurate Remember responses but not Know responses when analyzed in the traditional way, assuming that the response types are mutually exclusive. Data were also analyzed using the Yonelinas, et al. 1998 dual-process signal-detection model, for estimating recollection and familiarity while assuming that Remember and Know responses are independent. Analysis indicated significant enhancement of imageability for estimates of both recollection and familiarity. This was interpreted as meaning that imageability enhanced both item-specific and contextual information associated with studied words.
“记住/知道”程序被用于研究单词可想象性对识别记忆的影响。一项实验以说法语的本科生（17名女性和3名男性）为对象，重复了德赫斯特和康威1994年的研究发现：按照传统方式分析，假设两种反应类型互斥，可想象性评分显著增加了准确的“记住”反应，但未增加“知道”反应。数据还使用了约内利纳斯等人1998年的双加工信号检测模型进行分析，以估计回忆和熟悉度，同时假设“记住”和“知道”反应是独立的。分析表明，可想象性对回忆和熟悉度的估计均有显著增强。这被解释为意味着可想象性增强了与所学单词相关的特定项目信息和情境信息。
