Paller K A
Neuropsychology Laboratory, West Haven Veterans Administration Medical Center, Connecticut 06516.
J Exp Psychol Learn Mem Cogn. 1990 Nov;16(6):1021-32. doi: 10.1037//0278-7393.16.6.1021.
The notion that different aspects of memory are assessed by explicit and implicit memory tests was supported by behavioral and electrophysiological results. In a study-test procedure, 24 subjects were instructed to remember some words and to forget other words. Free recall and cued recall were better for words associated with the remember instruction, whereas directed forgetting did not influence stem completion (an implicit memory test). Event-related brain potentials elicited during study differed as a function of subsequent memory performance for free recall and cued recall, but not for stem completion. These results implicate encoding differences in the distinction between the 2 types of memory test. Factors governing whether explicit retrieval affects performance on an implicit memory test, mechanisms that may underlie directed-forgetting effects, and the importance of electrophysiological correlates of memory are also discussed.
记忆的不同方面通过显性和隐性记忆测试来评估这一观点得到了行为学和电生理学结果的支持。在一项研究-测试程序中，24名受试者被指示记住一些单词而忘记其他单词。对于与记住指令相关的单词，自由回忆和线索回忆表现更好，而定向遗忘并未影响词干补笔（一种隐性记忆测试）。研究期间诱发的事件相关脑电位根据随后自由回忆和线索回忆的记忆表现而有所不同，但词干补笔测试的结果并非如此。这些结果表明在两种类型的记忆测试之间的区分中存在编码差异。文中还讨论了影响显性提取是否会影响隐性记忆测试表现的因素、可能构成定向遗忘效应基础的机制以及记忆的电生理相关性的重要性。
