School of Psychology, University of Queensland, Australia.
J Exp Psychol Learn Mem Cogn. 2010 Jan;36(1):147-59. doi: 10.1037/a0017687.
We examined associative and item recognition using the maintenance rehearsal paradigm. Our intent was to control for mnemonic strategies; to produce a low, graded level of learning; and to provide evidence of the role of attention in long-term memory. An advantage for low-frequency words emerged in both associative and item recognition at very low levels of learning. This early emergence casts doubt on explanations based on the traditional concept of recollection. A comparison of false alarms supports a role for item information or the joint use of cues but not familiarity in producing associative false alarms. We may also have found a way to measure the amount of attention being paid to a to-be-learned item or pair, independently of memory performance on the attended item. This result may be an important step in determining whether coherent theories about the role of attention in long- and short-term memory can be created. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
我们使用维持性复述范式来检验联想和项目识别。我们的目的是控制记忆策略；产生低水平的学习；并提供注意力在长期记忆中的作用的证据。在非常低的学习水平下，低频词在联想和项目识别中都出现了优势。这种早期出现对基于传统回忆概念的解释提出了质疑。对虚报的比较支持项目信息或线索的联合使用，但不支持熟悉度在产生联想虚报中的作用。我们也可能找到了一种方法，可以在不考虑被注意项目的记忆表现的情况下，独立地衡量对要学习的项目或对的注意力程度。这一结果可能是确定是否能够创建关于注意力在长期和短期记忆中的作用的连贯理论的重要一步。（PsycINFO 数据库记录（c）2009 APA，保留所有权利）。
