English Michael C W, Visser Troy A W
School of Psychology (M304), University of Western Australia, Crawley, Western Australia, Australia, 6009,
Psychon Bull Rev. 2014 Aug;21(4):1026-32. doi: 10.3758/s13423-013-0566-1.
Although repetition is generally assumed to enhance the accessibility of memory for rehearsed material, recent research has suggested that prolonged repetition might actually be detrimental under some conditions. In the present work, we manipulated repetition duration and learning condition (intentional vs. incidental) in an effort to clarify the relationship between repetition and memory. Replicating previous findings, memory for repeated items declined with increased repetition under incidental-learning conditions. However, increased repetition had the opposite effect under intentional-learning conditions. Taken together, these results provide evidence for distinctive mechanisms of memory acquisition during repetition that vary depending on learning context.
虽然一般认为重复能提高对复述材料的记忆可及性，但最近的研究表明，在某些情况下，长时间重复实际上可能是有害的。在本研究中，我们操纵了重复时长和学习条件（有意学习与偶然学习），以阐明重复与记忆之间的关系。重复先前的研究结果，在偶然学习条件下，对重复项目的记忆随着重复次数的增加而下降。然而，在有意学习条件下，增加重复次数则产生相反的效果。综合来看，这些结果为重复过程中记忆获取的独特机制提供了证据，这些机制因学习情境而异。
