Department of Psychological and Brain Sciences, Indiana University.
Department of Psychology, University of Illinois at Urbana-Champaign.
J Exp Psychol Gen. 2014 Aug;143(4):1526-40. doi: 10.1037/a0036036. Epub 2014 Mar 17.
One aspect of successful cognition is the efficient use of prior relevant knowledge in novel situations. Remindings-stimulus-guided retrievals of prior events-allow us to link prior knowledge to current problems by prompting us to retrieve relevant knowledge from events that are distant from the present. Theorizing in research on higher cognition makes much use of the concept of remindings, yet many basic mnemonic consequences of remindings are untested. Here we consider implications of reminding-based theories of the effects of repetition on memory (Benjamin & Tullis, 2010; Hintzman, 2011). Those theories suggest that the spacing of repeated presentations of material benefits memory when the later experience reminds the learner of the earlier one. When applied to memory for related, rather than repeated, material, these theories predict a reminding effect: a mnemonic boost caused by a nearby presentation of a related item. In 7 experiments, we assessed this prediction by having learners study lists of words that contained related word pairs. Recall performance for the first presentation in related pairs was higher than for equivalent items in unrelated pairs, while recognition performance for items in related pairs did not differ from those in unrelated pairs. Remindings benefit only the recollection of the retrieved episodes.
成功认知的一个方面是在新情况下高效利用先前相关的知识。提醒——刺激引导的先前事件检索——通过提示我们从远离当前的事件中检索相关知识，使我们能够将先前的知识与当前的问题联系起来。在关于高级认知的研究中，理论化大量使用了提醒的概念，但许多提醒的基本记忆后果尚未得到检验。在这里，我们考虑了基于提醒的重复对记忆影响理论的含义（Benjamin & Tullis，2010；Hintzman，2011）。这些理论表明，当后来的经历提醒学习者先前的经历时，材料的重复呈现的间隔对记忆有益。当应用于相关而不是重复的材料的记忆时，这些理论预测会产生提醒效应：相关项目的临近呈现会导致记忆增强。在 7 项实验中，我们通过让学习者学习包含相关单词对的单词列表来评估这一预测。在相关对中的第一个呈现的回忆表现优于在不相关对中的等效项目，而在相关对中的项目的识别表现与在不相关对中的项目没有区别。提醒只会增强对检索到的情节的回忆。
