Department of Psychology, University of Cambridge, Cambridge CB2 3EB, UK.
Learn Mem. 2013 Aug 16;20(9):491-8. doi: 10.1101/lm.030502.113.
A number of different philosophical, theoretical, and empirical perspectives on episodic memory have led to the development of very different tests with which to assess it. Although these tests putatively assess the same psychological capacity, they have rarely been directly compared. Here, a sample of undergraduates was tested on three different putative tests of episodic memory (What-Where-When, Unexpected Question/Source Memory, and Free Recall). It was predicted that to the extent to which these different tests are assessing the same psychological process, performance across the various tests should be positively correlated. It was found that not all tests were related and those relationships that did exist were not always linear. Instead, two tests showed a quadratic relationship, suggesting the contribution of multiple psychological processes. It is concluded that not all putative tests of episodic cognition are necessarily testing the same thing.
许多不同的哲学、理论和经验视角对情景记忆进行了研究，从而产生了非常不同的测试方法来评估情景记忆。尽管这些测试据称评估的是相同的心理能力，但它们很少被直接比较。在这里，一组本科生接受了三种不同的情景记忆假设测试（What-Where-When、意外问题/来源记忆和自由回忆）的测试。据预测，在这些不同的测试都在评估相同的心理过程的程度上，不同测试的表现应该呈正相关。结果发现，并非所有测试都相关，而且存在的关系并不总是线性的。相反，有两个测试显示出二次关系，这表明存在多种心理过程的贡献。因此，结论是并非所有假设的情景认知测试都一定在测试同一件事。
