School of Psychology, University of Plymouth, Plymouth, UK.
Psychology, Edinburgh Napier University, Edinburgh, UK.
Memory. 2020 Aug;28(7):900-907. doi: 10.1080/09658211.2020.1790612. Epub 2020 Jul 13.
The aim was to examine how item repetition at encoding and response deadline at retrieval affect familiarity and recollection in 5-, 7-, or 11-year-old children ( = 156). Familiarity and recollection were estimated using a process dissociation paradigm. Direct comparison of the effects of repetition under unlimited and limited response time revealed a dissociation of familiarity and recollection. The recollection was both boosted (via repetition) and reduced (via a response time limit). The familiarity was unaffected by a response time limit. Moreover, repetition boosted familiarity only under unlimited response time. Together with several distinct age-related increases for recollection and familiarity, these results provide a challenge to single-process accounts of recognition memory.
目的是研究在编码时的项目重复和在提取时的反应时限如何影响 5 岁、7 岁或 11 岁儿童（ = 156）的熟悉度和记忆。使用过程分离范式估计熟悉度和记忆。在无限制和有限的反应时间下直接比较重复的影响，发现熟悉度和记忆出现分离。回忆既因重复而增强（通过重复），也因反应时间限制而减少（通过反应时间限制）。熟悉度不受反应时间限制的影响。此外，只有在无限制的反应时间下，重复才会增强熟悉度。结合记忆和熟悉度的几个不同的与年龄相关的增加，这些结果对识别记忆的单一过程解释提出了挑战。
