Darby Kevin P, Sloutsky Vladimir M
Department of Psychology, The Ohio State University.
J Exp Psychol Gen. 2015 Apr;144(2):410-31. doi: 10.1037/xge0000051. Epub 2015 Feb 16.
Learning often affects future learning and memory for previously learned information by exerting either facilitation or interference effects. Several theoretical accounts of interference effects have been proposed, each making different developmental predictions. This research examines interference effects across development, with the goal of better understanding mechanisms of interference and of memory development. Preschool-aged children and adults participated in a 3-phased associative learning paradigm containing stimuli that were either unique or repeated across phases. Both age groups demonstrated interference effects, but only for repeated items. Whereas proactive interference effects were comparable across age groups, retroactive interference reached catastrophic-like levels in children. Additionally, retroactive interference increased in adults when contextual differences between phases were minimized (Experiment 2), and decreased in adults who were more successful at encoding repeated pairs of stimuli during a training phase (Experiment 3). These results are discussed with respect to theories of memory and memory development.
学习常常通过施加促进或干扰效应来影响未来对先前所学信息的学习和记忆。关于干扰效应已经提出了几种理论解释，每种解释都做出了不同的发展预测。本研究考察了不同发展阶段的干扰效应，目的是更好地理解干扰机制和记忆发展机制。学龄前儿童和成年人参与了一个三阶段的联想学习范式，其中包含在各阶段中要么是独特的要么是重复的刺激。两个年龄组都表现出干扰效应，但仅针对重复项目。虽然前摄干扰效应在各年龄组中相当，但儿童的倒摄干扰达到了类似灾难性的水平。此外，当各阶段之间的情境差异最小化时，成年人的倒摄干扰增加（实验2），而在训练阶段对重复刺激对进行编码更成功的成年人中，倒摄干扰减少（实验3）。将根据记忆理论和记忆发展理论对这些结果进行讨论。
