Hoffmann Janina A, von Helversen Bettina, Weilbächer Regina A, Rieskamp Jörg
1 Department of Psychology, University of Konstanz, Konstanz, Germany.
2 Department of Psychology, University of Basel, Basel, Switzerland.
Q J Exp Psychol (Hove). 2018 Nov;71(11):2261-2281. doi: 10.1177/1747021817739861. Epub 2018 Jan 1.
People often forget acquired knowledge over time such as names of former classmates. Which knowledge people can access, however, may modify the judgement process and affect judgement accuracy. Specifically, we hypothesised that judgements based on retrieving past exemplars from long-term memory may be more vulnerable to forgetting than remembering rules that relate the cues to the criterion. Experiment 1 systematically tracked the individual course of forgetting from initial learning to later tests (immediate, 1 day, and 1 week) in a linear judgement task facilitating rule-based strategies and a multiplicative judgement task facilitating exemplar-based strategies. Practising the acquired judgement strategy in repeated tests helped participants to consistently apply the learnt judgement strategy and retain a high judgement accuracy even after a week. Yet, whereas a long retention interval did not affect judgements in the linear task, a long retention interval impaired judgements in the multiplicative task. If practice was restricted as in Experiment 2, judgement accuracy suffered in both tasks. In addition, after a week without practice, participants tried to reconstruct their judgements by applying rules in the multiplicative task. These results emphasise that the extent to which decision makers can still retrieve previously learned knowledge limits their ability to make accurate judgements and that the preferred strategies change over time if the opportunity for practice is limited.
随着时间的推移，人们常常会忘记所学的知识，比如以前同学的名字。然而，人们能够获取的知识可能会改变判断过程并影响判断的准确性。具体而言，我们假设，基于从长期记忆中检索过去的示例所做出的判断，可能比记住将线索与标准联系起来的规则更容易受到遗忘的影响。实验1在一个便于采用基于规则策略的线性判断任务和一个便于采用基于示例策略的乘法判断任务中，系统地跟踪了从初始学习到后期测试（即时、1天和1周）的个体遗忘过程。在重复测试中练习所学的判断策略，有助于参与者持续应用所学的判断策略，即使在一周后也能保持较高的判断准确性。然而，虽然较长的保留间隔对线性任务中的判断没有影响，但对乘法任务中的判断却有损害。如果像实验2那样限制练习，两个任务中的判断准确性都会受到影响。此外，在一周没有练习之后，参与者试图在乘法任务中通过应用规则来重构他们的判断。这些结果强调，决策者仍然能够检索先前所学知识的程度限制了他们做出准确判断的能力，并且如果练习机会有限，首选策略会随着时间而改变。
