Department of Psychology, Gilmer Hall, University of Virginia, 22901, Charlottesville, Virginia.
Mem Cognit. 1973 Dec;1(4):425-9. doi: 10.3758/BF03208902.
Sixty-two Ss learned six CCC trigram-digit pairs by the study-test method; 21 Ss continued the PA acquisition trials to a learning criterion of one errorless trial, while 41 Ss were carded to 300% overlearning or 24 trials, whichever came first. The Ss were then shown individual letters of the trigrams, with position cues provided, and were tested for their ability to provide the digit and produce the additional letters. Digit recall was much better to initial letters than to those in the second or third positions of the trigrams; with oveflearning, digit recall improved to the initial letters but not to letters in second and third positions. Production of additional letters of the trigrams was not appreciably related to either cue position or degree of PA learning. There was some evidence ofincreased selectivity with higher degrees of PA learning.
62 名被试通过学习-测验法学习了六个 CCC 三字母-数字对；21 名被试继续进行 PA 获得试验，直到达到一个无误试验的学习标准，而 41 名被试则进行 300%的过度学习，或者 24 次试验，以先到者为准。然后，给被试呈现三字母的单个字母，并提供位置提示，测试他们提供数字和生成额外字母的能力。与三字母的第二或第三个位置的字母相比，数字回忆对初始字母的效果要好得多；经过过度学习，数字回忆对初始字母有所提高，但对第二和第三个位置的字母没有提高。三字母的额外字母的产生与提示位置或 PA 学习程度都没有明显的关系。随着 PA 学习程度的提高，有一些选择性增强的证据。
