Mulligan Neil W, Peterson Daniel J
Department of Psychology.
Department of Psychology, Knox College.
J Exp Psychol Learn Mem Cogn. 2015 Jul;41(4):1014-25. doi: 10.1037/xlm0000070. Epub 2014 Oct 20.
Although retrieval often enhances subsequent memory (the testing effect), a negative testing effect has recently been documented in which prior retrieval harms later recall compared with restudying. The negative testing effect was predicated on the negative generation effect and the item-specific-relational framework. The present experiments examine whether the negative testing effect persists over longer delays, whether the testing manipulation interacts with retention interval, and whether the negative testing and negative generation effects respond similarly to delay. Experiment 1 demonstrated a significant negative testing effect on an immediate free-recall test but not on a delayed test (after a 2-day retention interval). Furthermore, the retrieval condition produced less forgetting than the restudy condition. Under similar conditions (Experiment 2), generation likewise produced a negative effect on an immediate free-recall test but not after a 2-day delay. In addition, the generation condition produced less forgetting over 2 days than did the read condition. The results uncover important similarities between the mnemonic effects of retrieving information from episodic (testing effect) and semantic (generation effect) memory. The pattern of forgetting across delay also has relevance for accounts of the Testing × Retention interaction, a prominent phenomenon in the literature on the testing effect.
尽管检索通常会增强后续记忆（测试效应），但最近有文献记录了一种负测试效应，即与重新学习相比，先前的检索会损害后期的回忆。负测试效应基于负生成效应和项目特定关系框架。本实验研究了负测试效应在更长延迟时间内是否持续存在，测试操作是否与保持间隔相互作用，以及负测试效应和负生成效应对延迟的反应是否相似。实验1表明，在即时自由回忆测试中存在显著的负测试效应，但在延迟测试中（经过2天的保持间隔后）则不存在。此外，检索条件下的遗忘比重新学习条件下的遗忘更少。在类似条件下（实验2），生成同样在即时自由回忆测试中产生了负面影响，但在延迟2天后则没有。此外，在2天时间里，生成条件下的遗忘比阅读条件下的遗忘更少。研究结果揭示了从情景记忆（测试效应）和语义记忆（生成效应）中检索信息的记忆效应之间的重要相似之处。跨延迟的遗忘模式也与测试×保持交互作用的解释相关，这是测试效应文献中的一个突出现象。
