Kole James A, Haly Alce F
Department of Psychology, University of Colorado, Boulder, Colorado 80309-0345, USA.
Psychon Bull Rev. 2007 Aug;14(4):693-8. doi: 10.3758/bf03196823.
Two experiments examined the effects of memory set size and information structure on learning and retention. Participants learned 48 (small set) or 144 (large set) facts about individuals, and were tested over 48 facts. The test facts included either 4 facts about 12 individuals (12-person condition) or 12 facts about 4 individuals (4-person condition). During learning, there was an advantage for the small-set group in the 4-person condition, but a disadvantage in the 12-person condition. During testing, there was an advantage for the 4-person condition relative to the 12-person condition for the small-set group, even when the conditions were equated in terms of name exposure. The results support a mental model account of memory representation and retrieval.
两项实验研究了记忆集大小和信息结构对学习与记忆保持的影响。参与者学习了关于个体的48个（小集）或144个（大集）事实，并就48个事实进行测试。测试事实包括关于12个人的4个事实（12人条件）或关于4个人的12个事实（4人条件）。在学习过程中，小集组在4人条件下具有优势，但在12人条件下处于劣势。在测试过程中，即使在名字曝光程度相同的条件下，小集组在4人条件下相对于12人条件也具有优势。结果支持了记忆表征和检索的心理模型解释。
