Department of Psychology, University of California, San Diego, La Jolla, CA 92093-0109, USA.
Psychon Bull Rev. 2011 Dec;18(6):1148-55. doi: 10.3758/s13423-011-0151-4.
The identical elements (IE) model (Rickard, Healy, & Bourne, Learning, Memory, and Cognition 32:734-748, 1994) of fact representation predicts that, in both verbal and numerical domains, performance gains with retrieval practice on multielement items will be specific to the practiced stimulus-response combinations, failing to transfer even to altered stimulus-response mappings of practiced items. In the case of arithmetic, the model predicts no transfer across either complementary operations (e.g., 4 × 7 to 28 / 4) or complementary division or subtraction problems (e.g., 28 / 4 to 28 / 7). Although that model has successfully described transfer effects in the domains of multiplication-division and episodic cued recall, it is challenged by a recent demonstration of positive cross-operation transfer for addition and subtraction (Campbell & Agnew, Psychonomic Bulletin & Review 16:938-944, 2009). We report results of a new addition-subtraction transfer experiment, the design of which closely matched that of a prior multiplication-division experiment that supported the model. The transfer results were consistent with the IE model. A two-component model of memory retrieval practice effects is proposed to account for the discrepant experimental results for addition and subtraction and to guide future work.
相同元素 (IE) 模型（Rickard、Healy 和 Bourne，Learning、Memory 和 Cognition 32：734-748，1994）预测，在言语和数字领域，对多元素项目进行检索练习会带来特定的表现提升，仅适用于练习过的刺激-反应组合，而无法转移到练习项目的改变的刺激-反应映射上。在算术方面，该模型预测，无论是互补运算（例如，4 × 7 到 28 / 4）还是互补除法或减法问题（例如，28 / 4 到 28 / 7），都不会有转移。尽管该模型已成功描述了乘法-除法和情节线索回忆领域的转移效应，但它受到了最近对加法和减法的正交叉运算转移的挑战（Campbell 和 Agnew，Psychonomic Bulletin & Review 16：938-944，2009）。我们报告了一项新的加法-减法转移实验的结果，其设计与支持该模型的先前乘法-除法实验紧密匹配。转移结果与 IE 模型一致。提出了一个记忆检索练习效果的两组件模型，以解释加法和减法的实验结果差异，并指导未来的工作。
