Nelson D L, McEvoy C L, Schreiber T A
Department of Psychology, University of South Florida, Tampa 33620.
J Exp Psychol Learn Mem Cogn. 1990 Jan;16(1):31-41. doi: 10.1037//0278-7393.16.1.31.
Studying a familiar word activates its associates in long-term memory. In the present experiments we manipulated the number of associates activated by words studied in the presence of unrelated context words, meaningfully related context words, or in the absence of modifying context words. Memory was tested by either cued or free recall. The results showed that the number of directly activated associates can facilitate, have no effect, or disrupt recall for studied words. The direction and magnitude of the effects of number of activated associates is shown to be determined by the encoding/retrieval context. Implications for the distinction between episodic and semantic memory are discussed.
研究一个熟悉的单词会激活其在长期记忆中的关联词汇。在当前实验中，我们操控了在无关上下文单词、语义相关上下文单词存在的情况下或无修饰性上下文单词时所学习单词激活的关联词汇数量。通过线索回忆或自由回忆来测试记忆。结果表明，直接激活的关联词汇数量对所学单词的回忆可能有促进作用、无影响或有干扰作用。激活的关联词汇数量效应的方向和程度取决于编码/检索上下文。文中讨论了这些结果对情景记忆和语义记忆区分的意义。
