Department of Psychology, University of Hull, Hull HU67RX, England.
Mem Cognit. 2010 Dec;38(8):1101-9. doi: 10.3758/MC.38.8.1101.
Five experiments investigated the encoding-retrieval match in recognition memory by manipulating read and generate conditions at study and at test. Experiments 1A and 1B confirmed previous findings that reinstating encoding operations at test enhances recognition accuracy in a within-groups design but reduces recognition accuracy in a between-groups design. Experiment 2A showed that generating from anagrams at study and at test enhanced recognition accuracy even when study and test items were generated from different anagrams. Experiment 2B showed that switching from one generation task at study (e.g., anagram solution) to a different generation task at test (e.g., fragment completion) eliminated this recognition advantage. Experiment 3 showed that the recognition advantage found in Experiment 1A is reliably present up to 1 week after study. The findings are consistent with theories of memory that emphasize the importance of the match between encoding and retrieval operations.
五项实验通过在学习和测试时操纵阅读和生成条件来研究再认记忆中的编码-检索匹配。实验 1A 和 1B 证实了先前的发现，即在组内设计中，在测试时重新进行编码操作会提高识别准确性，但在组间设计中会降低识别准确性。实验 2A 表明，即使在学习和测试项目是由不同的字谜生成的情况下，在学习和测试时从字谜生成也会提高识别准确性。实验 2B 表明，在学习时从一个生成任务（例如，字谜解决方案）切换到测试时的不同生成任务（例如，片段完成）会消除这种识别优势。实验 3 表明，在学习后 1 周内，实验 1A 中发现的识别优势仍然存在。这些发现与强调编码和检索操作之间匹配重要性的记忆理论一致。
