Finn Bridgid, Miele David B
Educational Testing Service.
Department of Counseling, Developmental, and Educational Psychology, Boston College.
J Exp Psychol Learn Mem Cogn. 2016 Jan;42(1):17-38. doi: 10.1037/xlm0000150. Epub 2015 Jul 27.
Remembered utility is the retrospective evaluation about the pleasure and pain associated with a past experience. It can influence choices about repeating or avoiding similar situations in the future (Kahneman, 2000). A set of 5 experiments explored the remembered utility of effortful test episodes and how it impacted future test choices. Experiments 1-3 mimicked Kahneman, Fredrickson, Schreiber, and Redelmeier's (1993) cold pressor study, but used a challenging test experience in place of submerging one's hand in painfully cold ice water. Participants took a short and an extended test of difficult math problems. The short test was made of 30 difficult math problems. The extended test used 30 difficult problems plus 10 moderately difficult problems. Participants made retrospective evaluations about the tests and chose which kind of test (short or extended) they wanted for their next test and for a hypothetical test 1 day later. Results showed that a challenging test episode extended by a more moderate interval was preferred to an unextended interval. Future test choices reflected this preference. This pattern was evidenced even when points were awarded only to correctly answered difficult items but not to moderately answered difficult items. Experiment 4 directly compared preferences for a moderate end versus a moderate start test, and Experiment 5 contrasted those test conditions with a moderate middle test condition. The findings demonstrated test-takers' bias in favor of test experiences that start or end on a high note. (PsycINFO Database Record
记忆效用是对过去经历中相关愉悦与痛苦的回顾性评价。它会影响未来对于重复或避免类似情境的选择（卡尼曼，2000）。一组5个实验探究了费力测试过程的记忆效用以及它如何影响未来的测试选择。实验1 - 3模仿了卡尼曼、弗雷德里克森、施赖伯和雷德梅尔（1993）的冷加压研究，但用具有挑战性的测试经历代替了将手浸入冰冷刺骨的冰水中。参与者进行了简短和冗长的难题数学测试。简短测试由30道难题组成。冗长测试使用30道难题加10道中等难度的题目。参与者对测试进行回顾性评价，并选择他们下次测试以及一天后的假设性测试想要哪种类型的测试（简短或冗长）。结果表明，间隔适度延长的具有挑战性的测试过程比未延长的更受青睐。未来的测试选择反映了这种偏好。即使只有正确回答的难题得分，而中等难度回答的难题不得分，这种模式依然存在。实验4直接比较了对适度结尾测试与适度开头测试的偏好，实验5将这些测试条件与适度中间测试条件进行了对比。研究结果表明了考生对以高分开始或结束的测试经历的偏好。（《心理学文摘数据库记录》
