Department of Educational Psychology, The Pennsylvania State University, 16802, University Park, Pennsylvania.
Mem Cognit. 1974 Mar;2(2):340-4. doi: 10.3758/BF03209006.
Department of Educational Psychology, The Pennsylvania State University, University Park, Pennsylvania 16802 This study is a report of an investigation of the interaction between imagery ability and processes employed for facilitating recall. The tasks were assumed to involve contrasting processes through the use of imaginal or verbal mediators and concrete or abstract jingles (mnemonic aids) in memorizing two concrete and two abstract lists of 10 words in each list. The dependent variables were latencies in arriving at an association, number of errors and omissions on immediate recall, and number of errors and omissions on delayed recall. The main effects of imagery ability, favoring high imagers, and of kind of lists favoring concrete lists were significant. In delayed recall there was a significant interaction of mnemonic aid and kind of list. Imagery ability interacted with mediators to influence Ss' recall. The results were discussed as supporting Paivio's two-stage association model.
宾夕法尼亚州立大学教育心理学系，宾夕法尼亚州大学公园 16802 号 本研究报告了一项关于表象能力与促进回忆所采用的过程之间相互作用的调查。假设这些任务通过使用表象或言语中介以及具体或抽象的叮当声（记忆辅助）在记忆两个具体和两个抽象的 10 个单词列表中涉及对比过程。因变量是联想的潜伏期、即时回忆的错误和遗漏数量以及延迟回忆的错误和遗漏数量。表象能力的主要影响，有利于高表象者，以及具体列表的列表类型都具有显著意义。在延迟回忆中，记忆辅助和列表类型的交互作用具有显著意义。表象能力与中介相互作用影响 S 的回忆。结果被讨论为支持 Paivio 的两阶段联想模型。
