Masson M E
J Exp Psychol Learn Mem Cogn. 1986 Oct;12(4):479-88. doi: 10.1037//0278-7393.12.4.479.
Two hypotheses concerning the development of skill at identifying typographically transformed words were tested. One claim is that a general skill independent of specific training instances is involved, and the other is that skill is based on memory for the analysis of specific instances encountered during training. Contrary to the general skill view, a series of experiments demonstrated that transfer of word identification skill was highly specific and occurred only when training and test instances shared common letters printed in the same case (i.e., uppercase or lowercase). Transfer of skill also depended on the visual patterns formed by adjacent letters and word shape. Presentation of a word in training and test phases significantly improved test phase identification of that word even when a unique visual pattern was used. These results are compatible with an instance-based view of word identification skill in which it is assumed that subjects develop skilled analysis of the visual and conceptual characteristics of specific words, and that this skill can be used to identify repeatedly presented words as well as predictable sets of novel words.
关于识别印刷体变换单词技能发展的两种假设得到了检验。一种观点认为存在一种独立于特定训练实例的通用技能，另一种观点则认为技能基于对训练期间遇到的特定实例分析的记忆。与通用技能观点相反，一系列实验表明，单词识别技能的迁移具有高度特异性，并且仅在训练和测试实例共享以相同大小写形式印刷的共同字母时才会发生（即大写或小写）。技能的迁移还取决于相邻字母形成的视觉模式和单词形状。即使使用独特的视觉模式，在训练阶段和测试阶段呈现一个单词也能显著提高测试阶段对该单词的识别。这些结果与基于实例的单词识别技能观点相一致，在这种观点中，假设受试者会发展出对特定单词的视觉和概念特征的熟练分析能力，并且这种技能可用于识别反复呈现的单词以及可预测的新单词集。
