Marsh Elizabeth J
Psychology and Neuroscience, Duke University, Durham, NC 27708-0086, USA.
J Exp Psychol Learn Mem Cogn. 2006 Sep;32(5):1216-20. doi: 10.1037/0278-7393.32.5.1216.
Generation is thought to enhance both item-specific and relational processing of generated targets as compared with read words (M. A. McDaniel & P. J. Waddill, 1990). Generation facilitates encoding of the cue-target relation and sometimes boosts encoding of relations across list items. Of interest is whether generation can also increase the encoding of target-location associations. Because the literature on this point is mixed, 3 procedural differences between 2 studies (E. J. Marsh, G. Edelman, & G. H. Bower, 2001; N. W. Mulligan, 2004) were identified and manipulated. A positive generation effect was found for location memory, but this effect was reduced when subjects wrote down the study words and when the filler task involved generation. Generation can enhance location memory in addition to item memory but only if the experimental parameters do not interfere with the processing benefits of generation.
与阅读单词相比,人们认为生成能够增强对生成目标的特定项目和关系处理(M. A. 麦克丹尼尔和P. J. 瓦迪尔,1990)。生成有助于线索 - 目标关系的编码,有时还能促进列表项目间关系的编码。有趣的是,生成是否也能增加目标 - 位置关联的编码。由于关于这一点的文献存在分歧,因此确定并操纵了两项研究(E. J. 马什、G. 埃德尔曼和G. H. 鲍尔,2001;N. W. 马利根,2004)之间的3个程序差异。发现位置记忆存在积极的生成效应,但当受试者写下学习单词以及填充任务涉及生成时,这种效应会减弱。生成除了能增强项目记忆外,还能增强位置记忆,但前提是实验参数不会干扰生成的处理优势。