University of Illinois at Urbana-Champaign, Champaign, IL, USA.
School of Psychology, Georgia Institute of Technology, 648 Cherry St. NW, Atlanta, GA, 30313, USA.
Mem Cognit. 2019 Jul;47(5):877-892. doi: 10.3758/s13421-019-00897-6.
The reminding effect (Tullis, Benjamin, & Ross, Journal of Experimental Psychology: General, 143[4], 1526-1540, 2014) describes the increase in recall of a studied word when a related word is presented later in the study list. However, because the process of reminding is thought to occur during study, measures of test performance are indirect indicators of the process of reminding and are subject to influences that arise during testing. The present research seeks evidence of reminding during encoding. In two experiments, self-paced study times were used to index the online process of reminding. In Experiment 1, pairs of repeated words, related words, and unrelated words were included in a study list. Study times were shorter for words related to prior words in the list, but only when the lag between those two words was short. Relatedness affected study time by inspiring a reduction in the threshold for termination of study for related words under massed conditions. Experiment 2 replicated the reduction in study time for related words and further showed that the study time allotted to an associate of an earlier item predicted better memory for that earlier word on a cued-recall test. In this experiment, an advantage in memory was observed for related words, and self-paced study time of one word during encoding was predictive of later memory for a related word. These results suggest a link between the action of reminding at study, as indexed by changes in the distribution of study time, and later benefits to remembering, as revealed by the reminding effect.
提示效应（Tullis、Benjamin 和 Ross，《实验心理学杂志：综合》，143[4]，1526-1540，2014）描述了在学习列表中稍后呈现相关单词时，对已学习单词的回忆增加的现象。然而，由于提示过程被认为发生在学习期间，因此测试表现的测量是提示过程的间接指标，并且受到测试期间出现的影响。本研究旨在寻找编码过程中提示的证据。在两项实验中，自我调整的学习时间被用来作为在线提示过程的指标。在实验 1 中，重复词、相关词和不相关词的词对被包含在学习列表中。与列表中先前单词相关的单词的学习时间更短，但前提是这两个单词之间的间隔很短。在集中条件下，相关性通过降低相关词的学习结束阈值，影响学习时间，从而激发学习时间的减少。实验 2 复制了相关词学习时间的减少，并且进一步表明，对早期项目的一个关联项的学习时间分配预测了在提示回忆测试中对该早期单词的更好记忆。在这个实验中，相关词的记忆有优势，并且在编码过程中一个单词的自我调整学习时间可以预测以后对相关词的记忆。这些结果表明，在学习过程中提示的作用（通过学习时间分布的变化来衡量）与后来记忆的好处之间存在联系，这反映了提示效应。
