Division of the Social Sciences, Fordham University at Lincoln Center, 10023, New York, New York.
Mem Cognit. 1977 Nov;5(6):666-72. doi: 10.3758/BF03197413.
Two experiments investigated the effects of exemplar ranking on retention. High-ranking exemplars are words judged to be prototypical of a given category; low-ranking exemplars are words judged to be atypical of a given category. In Experiment 1, an incidental learning paradigm was used to measure reaction time to answer an encoding question as well as subsequent recognition. It was found that low-ranking exemplars were classified more slowly but recognized better than high-ranking exemplars. Other comparisons of the effects of category encoding, rhyme encoding, and typescript encoding on response latency and recognition replicated the results of Craik and Tulving (1975). In Experiment 2, unanticipated free recall of live previously learned paired associate lists revealed that a list composed of low-ranking exemplars was better recalled than a comparable list composed of high-ranking exemplars. Moreover, this was true only when the lists were studied in the context of appropriate category cues. These findings are discussed in terms of the encoding elaboration hypothesis.
两项实验研究了范例排序对保留的影响。高排名范例是被判断为给定类别原型的单词；低排名范例是被判断为给定类别非典型的单词。在实验 1 中，使用附带学习范式来测量对编码问题的反应时间以及随后的识别。结果发现，低排名范例的分类速度较慢，但识别效果优于高排名范例。对类别编码、押韵编码和打字编码对反应时和识别的影响的其他比较复制了 Craik 和 Tulving（1975）的结果。在实验 2 中，对之前学习的配对联想列表的意外自由回忆显示，由低排名范例组成的列表比由高排名范例组成的可比列表更容易回忆。此外，只有在列表在适当的类别提示的上下文中进行研究时才是如此。这些发现是根据编码详细说明假设进行讨论的。
