Woltz Dan J, Was Christopher A
Department of Educational Psychology, University of Utah, Salt Lake City, UT 84112-9255, USA.
J Exp Psychol Learn Mem Cogn. 2007 Jan;33(1):155-68. doi: 10.1037/0278-7393.33.1.155.
In 2 experiments, the authors investigated available but unattended information following working memory task demands. The experimental task presented a memory set containing exemplars from 2 conceptual categories. Following instructions to focus attention on only 1 category, priming of both categories was assessed with category comparisons of exemplar pairs. Priming was greatest for the focused category and for exemplars from the memory set (direct priming). Priming also extended to new exemplars of both categories (indirect priming) and showed little decline over more than 1 min of intervening processes. Finally, changing between category exemplars and features across memory set and comparison phases eliminated the indirect priming. These results support a persistent, operation-specific, procedural account of available but unattended conceptual information in working memory.
在两项实验中，作者研究了工作记忆任务需求之后可获取但未被关注的信息。实验任务呈现了一个记忆集，其中包含来自两个概念类别的示例。在接到仅关注一个类别的指示后，通过示例对的类别比较来评估两个类别的启动效应。对于被关注的类别以及来自记忆集的示例（直接启动效应），启动效应最为显著。启动效应还扩展到了两个类别的新示例（间接启动效应），并且在超过1分钟的中间过程中几乎没有下降。最后，在记忆集和比较阶段之间切换类别示例和特征消除了间接启动效应。这些结果支持了一种关于工作记忆中可获取但未被关注的概念信息的持续、特定操作、程序性解释。
