Healy Alice F, Wohldmann Erica L, Parker James T, Bourne Lyle E
Department of Psychology, University of Colorado, 345 UCB, Boulder, CO 80309-0345, USA.
Mem Cognit. 2005 Dec;33(8):1457-71. doi: 10.3758/bf03193378.
In two experiments, we examined training, retention, and transfer of a duration production skill in a prospective paradigm. Participants were trained with feedback and then were either tested immediately for transfer without feedback or retrained with feedback 1 week later. There were three training and retraining conditions, two involving secondary tasks. Retention of the duration production skill was perfect across the 1-week delay when the secondary task condition was unchanged, but there was no skill transfer when that condition was changed. These findings demonstrate specificity of training, with the assumption that the cognitive operations learned during duration production training incorporate requirements of the secondary task. More generally, this study challenges the current practice in which training conditions often do not match eventual testing conditions.
在两项实验中，我们以前瞻性范式研究了时长生成技能的训练、保持和迁移。参与者接受有反馈的训练，然后要么立即在无反馈的情况下接受迁移测试，要么在1周后接受有反馈的再训练。存在三种训练和再训练条件，其中两种涉及次要任务。当次要任务条件不变时，时长生成技能在1周延迟期间的保持情况良好，但当该条件改变时则没有技能迁移。这些发现证明了训练的特异性，假定在时长生成训练期间学到的认知操作包含次要任务的要求。更普遍地说，本研究对当前训练条件往往与最终测试条件不匹配的做法提出了挑战。
