Drinkwater Kenneth, Dagnall Neil, Parker Andrew
Division of Psychology and Social Change, Department of Psychology and Speech Pathology, Faculty of Health, Social Care and Education, Manchester Metropolitan University.
Percept Mot Skills. 2006 Jun;102(3):645-53. doi: 10.2466/pms.102.3.645-653.
A typical midgame chess position was presented to participants for 30 sec. Participants then reconstructed the presented position on a second board from memory. Following a brief distraction phase, participants were asked to reconstruct the position a second time with 0, 6, or 12 of the original pieces present. It was hypothesized that cue presentation during second reconstruction would be more disruptive to experienced players' recall than to novices'. Recall was measured in terms of correct pieces placed, new items generated (reminiscence), and previously recalled items omitted (forgetting). Analysis indicated that cues neither facilitated nor inhibited recall: experienced players performed better than novice players across recall indices, with the exception of reminiscence at which both groups performed similarly.
向参与者展示一个典型的国际象棋中局局面30秒。然后，参与者凭记忆在另一棋盘上重构所展示的局面。在经过一个短暂的干扰阶段后，要求参与者在有0个、6个或12个原始棋子的情况下再次重构局面。研究假设，在第二次重构时呈现提示对经验丰富的棋手的记忆干扰要比对新手的干扰更大。通过放置正确的棋子数量、生成的新项目（回忆）以及遗漏的先前回忆项目（遗忘）来衡量记忆。分析表明，提示既没有促进也没有抑制记忆：除了回忆方面两组表现相似外，在各项记忆指标上，经验丰富的棋手比新手表现得更好。
