Dartmouth College, 03755, Hanover, New Hampshire.
Mem Cognit. 1974 May;2(3):533-8. doi: 10.3758/BF03196916.
Ss were required to learn linear orderings of four terms (A > B > C > D). Each pair of terms was described as being either "just barely," "moderately," or "very much" different on some meaningful dimension. Two distinct strategies for coding this information were observed. Some Ss varied the spacing of the terms along some continuum (e.g., A_B___C_____D), while others spaced the terms evenly along a continuum and inserted verbal tags to represent the quantitative information (e.g., A just barely B moderately C very much D). The former strategy was consistently found to be superior. Performance did not vary as a function of the quantitative difference between the terms.
被试需要学习四个术语的线性顺序（A>B>C>D）。每对术语都在某种有意义的维度上被描述为“仅仅稍有不同”、“中等程度”或“非常不同”。观察到了两种用于对该信息进行编码的不同策略。一些被试沿着某个连续统改变术语的间隔（例如，A_B___C_____D），而其他被试则沿着连续统均匀地间隔术语，并插入文字标签来表示定量信息（例如，A 仅仅稍有 B 中等程度 C 非常 D）。前者的策略始终被发现是优越的。表现并不随术语之间的定量差异而变化。
