McCabe David P, Balota David A
Department of PsychologyColorado State University, Fort Collins, CO 80523, USA.
J Exp Psychol Learn Mem Cogn. 2007 May;33(3):536-49. doi: 10.1037/0278-7393.33.3.536.
Three experiments are reported examining the effect of context on remember-know judgments. In Experiments 1 and 2, medium-frequency words were intermixed with high-frequency or low-frequency words at study or at test, respectively. Remember responses were greater for medium-frequency targets when they were studied or tested among high-frequency, as compared with low-frequency, words. The authors proposed a decision-based mechanism called "the expectancy heuristic" to explain why remember responses were more likely when items were studied or tested in the context of words that were relatively less distinct. According to the expectancy heuristic, when items on a recognition test exceed an expected level of memorability they will be given a remember judgment but when they do not, but are still more familiar than new words, they will be given a know judgment. Experiment 3, which varied expectancies about the strength of tested targets, demonstrated the use of the expectancy heuristic, indicating that it operates by selectively influencing the remember criterion rather than by influencing recollection of studied items.
本文报告了三项实验，研究情境对“记得-知道”判断的影响。在实验1和实验2中，中频词分别在学习时或测试时与高频词或低频词混合呈现。与在低频词中学习或测试相比，中频目标词在高频词中学习或测试时，“记得”反应更多。作者提出了一种基于决策的机制，称为“预期启发式”，以解释为什么当项目在相对不那么突出的词的情境中学习或测试时，“记得”反应更有可能出现。根据预期启发式，当识别测试中的项目超过预期的记忆水平时，它们将被判定为“记得”，但当它们没有超过预期水平，但仍然比新词更熟悉时，它们将被判定为“知道”。实验3改变了对测试目标强度的预期，证明了预期启发式的作用，表明它通过选择性地影响“记得”标准来运作，而不是通过影响所学项目的回忆。
