Western Psychiatric Institute and Clinic, 15213, Pittsburgh, Pennsvlvania.
Mem Cognit. 1973 Dec;1(4):413-9. doi: 10.3758/BF03208900.
Seventy-two children. 18 reflective, and 18 impulsive first and fifth graders were tested in a forced-choice recognition memory task. Experimental conditions systematically varied the possibility that correct responses could be made on the basis of verbal labels, visual feature analyses, or both. Although reflective children made more correct recognition choices than did impulsive children under all experimental conditions, this difference was, as predicted, significant only in a condition in which the sole basis for correct response depended on a purely visual feature analysis. Order of condition difficulty indicated that visual feature analysis independent of verbal processes was responsible for successful recognition performance in these Ss. Results were discussed with reference to the feature-testing model for recognition proposed by Selfridge and Neisser.
七十二名儿童，十八名有反省思维的和十八名冲动的一、五年级儿童，在一个迫选再认记忆任务中接受了测验。实验条件系统地变化了正确反应可能依据言语标签、视觉特征分析或两者的情况。虽然在所有实验条件下，有反省思维的儿童比冲动的儿童作出更多的正确再认选择，但这种差异，正如所预测的，只在一个条件中是显著的，在这个条件中，正确反应的唯一根据是纯粹的视觉特征分析。条件困难的顺序表明，独立于言语过程的视觉特征分析是这些被试成功的再认成绩的原因。结果参照塞尔弗里奇和奈瑟尔提出的再认的特征检验模型进行了讨论。
