Department of Psychology, University of Toronto at Mississauga, Ontario, Canada.
Conscious Cogn. 2011 Dec;20(4):1363-75. doi: 10.1016/j.concog.2011.05.001. Epub 2011 May 24.
Three experiments introduced a recognition memory paradigm designed to investigate reported subjective awareness during retrieval. At study, in Experiments 1A and 2, words were either generated or read (generation), while modality of presentation (auditory versus visual) was manipulated in Experiment 1B. Word pairs (old/new or new/new) were presented during test trials, and participants indicated if they contained an old word by responding "remember", "know" or "new" in Experiments 1A and 1B, and by responding "strong no", "weak no", "weak yes", or "strong yes" in Experiment 2. Participants were then required to decide which of the 2 words was old. We demonstrated that the proportion measures used in the Remember Know paradigm substantially underestimated the influence of generation on familiarity resulting in an artificial dissociation between indices of knowing (familiarity) and remembering (recollection). We also found a qualitatively different pattern of forced-choice recognition performance as a function of claimed awareness.
三个实验引入了一种识别记忆范式，旨在研究检索过程中报告的主观意识。在学习阶段，在实验 1A 和 2 中，单词要么被生成，要么被阅读（生成），而在实验 1B 中，呈现方式（听觉与视觉）被操纵。在测试阶段，单词对（旧/新或新/新）被呈现，参与者通过在实验 1A 和 1B 中回答“记得”、“知道”或“新”，或在实验 2 中回答“强烈否定”、“弱否定”、“弱肯定”或“强肯定”来表示是否包含旧单词。然后，参与者需要决定哪两个单词是旧的。我们证明，在“记得-知道”范式中使用的比例衡量标准极大地低估了生成对熟悉度的影响，导致了知道（熟悉度）和回忆（再认）指标之间的人为分离。我们还发现，作为声称意识的函数，强制选择识别性能呈现出一种定性不同的模式。
