Smith Rebekah E, Hunt R Reed, Gallagher M Patrick
Department of Psychology, University of Texas, San Antonio, TX 78249, USA.
Mem Cognit. 2008 Dec;36(8):1439-49. doi: 10.3758/MC.36.8.1439.
A number of previous studies have shown that false recognition of critical items in the Deese/Roediger-McDermott paradigm is reduced when study items are presented visually rather than auditorily; however, this effect has not been uniformly demonstrated. We investigated three potential boundary conditions of the effect of study modality in false recognition. Experiments 1 and 2 showed no reduction in false recognition following visual study presentation when the yes-no recognition test was not preceded by a recall test. Experiment 3 showed that visual study presentation can reduce false recognition without a preceding recall test, if the recognition test uses remember-know instructions. The order of the recognition test items did not influence the effect of visual study presentation on false recognition in Experiment 1. In general, the data imply that distinctive processing at study can reduce false memory in recognition if the test demands draw attention to the dimension of distinctive processing.
先前的一些研究表明，在迪ese/罗迪格-麦克德莫特范式中，当学习项目以视觉而非听觉方式呈现时，对关键项目的错误识别会减少；然而，这种效应并未得到一致的证明。我们研究了学习方式对错误识别影响的三个潜在边界条件。实验1和实验2表明，当是/否识别测试之前没有回忆测试时，视觉学习呈现后错误识别没有减少。实验3表明，如果识别测试使用记得/知道指令，视觉学习呈现可以在没有先前回忆测试的情况下减少错误识别。在实验1中，识别测试项目的顺序不影响视觉学习呈现对错误识别的影响。一般来说，数据表明，如果测试要求将注意力吸引到独特加工的维度上，学习时的独特加工可以减少识别中的错误记忆。
