Department of Psychology, Ohio University, 45701, Athens, Ohio.
Mem Cognit. 1974 May;2(3):447-52. doi: 10.3758/BF03196903.
The problem of demonstrating that natural language mediators play a role in learning and are not epiphenomena resulting from learning is an important problem in cognitive learning theories. Using a cued-recall and a free-recall learning task, Ss were requested to add a one-word mediator to some of the pairs of concrete nouns presented, The mediated pairs were learned better than the control pairs in both tasks. Both words were recalled only when the mediator was also recalled. Also, one-word mediators were the most effective recall cues and were the best recalled words in free recall. A two-stage learning model adequately described the data. However, a counterargument can be made which considers the mediator to be a high associate of one of the words presented and actually has no direct link to the other presented word. A possible experimental resolution of the problem is discussed.
在认知学习理论中，证明自然语言中介在学习中起作用而不是学习的副产品是一个重要问题。在一个提示回忆和自由回忆学习任务中，要求被试对呈现的一些具体名词对添加一个单词中介词，在这两个任务中，中介词对的学习效果都优于对照组。只有当回忆起中介词时，才会回忆起这两个词。此外，在自由回忆中，单词中介词是最有效的回忆线索，也是回忆最好的词。一个两阶段学习模型充分描述了数据。然而，可以提出一个反论点，认为中介词是呈现的一个词的高关联词，实际上与呈现的另一个词没有直接联系。讨论了这个问题的一种可能的实验解决方案。
