Dudukovic Nicole M, Dubrow Sarah, Wagner Anthony D
Stanford University, Stanford, California, USA.
Mem Cognit. 2009 Oct;37(7):953-61. doi: 10.3758/MC.37.7.953.
Memory retrieval is a powerful learning event that influences whether an experience will be remembered in the future. Although retrieval can succeed in the presence of distraction, dividing attention during retrieval may reduce the power of remembering as an encoding event. In the present experiments, participants studied pictures of objects under full attention and then engaged in item recognition and source memory retrieval under full or divided attention. Two days later, a second recognition and source recollection test assessed the impact of attention during initial retrieval on long-term retention. On this latter test, performance was superior for items that had been tested initially under full versus divided attention. More importantly, even when items were correctly recognized on the first test, divided attention reduced the likelihood of subsequent recognition on the second test. The same held true for source recollection. Additionally, foils presented during the first test were also less likely to be later recognized if they had been encountered initially under divided attention. These findings demonstrate that attentive retrieval is critical for learning through remembering.
记忆提取是一个强大的学习事件，它会影响一段经历在未来是否会被记住。虽然在有干扰的情况下提取也可能成功，但在提取过程中分散注意力可能会降低记忆作为一种编码事件的效力。在本实验中，参与者在全神贯注的状态下研究物体的图片，然后在全神贯注或注意力分散的情况下进行项目识别和源记忆提取。两天后，第二次识别和源回忆测试评估了初始提取过程中的注意力对长期记忆的影响。在这后一次测试中，最初在全神贯注而非注意力分散的情况下进行测试的项目表现更优。更重要的是，即使在第一次测试中项目被正确识别，注意力分散也会降低在第二次测试中后续识别的可能性。源回忆也是如此。此外，如果在第一次测试中呈现的陪衬物最初是在注意力分散的情况下遇到的，那么它们在之后被识别的可能性也较小。这些发现表明，专注的提取对于通过记忆进行学习至关重要。
