Nairne J S, Riegler G L, Serra M
Department of Psychology, Purdue University, West Lafayette, Indiana 47907.
J Exp Psychol Learn Mem Cogn. 1991 Jul;17(4):702-9. doi: 10.1037//0278-7393.17.4.702.
The effects of generation on the long-term retention of item and order information were examined in a between-list design in 3 experiments. In each experiment, completing word fragments during presentation significantly impaired long-term retention of serial order, as measured by either a reconstruction task or the amount of input-output correspondence in free recall. Memory for the individual items, however, was sometimes helped by generation. This pattern of dissociation, reminiscent of immediate memory findings, is used to interpret problematic issues in the generation effect literature and to argue for the role of the item-order distinction in the long-term-memory arena.
在3个实验中，采用列表间设计研究了生成对项目和顺序信息长期保持的影响。在每个实验中，呈现过程中完成单词片段显著损害了序列顺序的长期保持，这通过重建任务或自由回忆中的输入-输出对应量来衡量。然而，对单个项目的记忆有时会因生成而得到帮助。这种分离模式让人想起即时记忆的研究结果，被用于解释生成效应文献中的问题，并论证项目-顺序区分在长期记忆领域中的作用。
