Ecole de psychologie, Universite de Moncton.
Department of Psychological Sciences, University of Missouri.
J Exp Psychol Learn Mem Cogn. 2021 Feb;47(2):243-263. doi: 10.1037/xlm0000956. Epub 2020 Aug 24.
To recall a list of items just after the end of the presentation, participants must encode both the items and the order in which they were presented. Despite a long history of studying item and order information, little is known regarding the relation between them. Here, we examined this issue with a novel task in which participants saw two 4- or 6-item lists on each trial, along with specific instructions for each list to be encoded for subsequent item information retrieval or order reconstruction. In Experiments 1, 2, and 5, words were used for both item and order lists, whereas in Experiments 3 and 4, words were used for one list and characters for the other. An item recognition task was used in Experiments 1-4, and item reconstruction from a fragment was used in Experiment 5. The general finding was that order retention was hindered when both lists required order reconstruction compared to when one list required item information only. In certain circumstances, retention of items in the first list was impaired when the second list also required item retention. We address the pattern of results with a new theoretical account in which overwriting occurs for similar materials and in which there is a capacity limit specific to order information. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
为了在演示结束后立即回忆起一系列项目,参与者必须对项目及其呈现顺序进行编码。尽管人们对项目和顺序信息进行了长期研究,但对于它们之间的关系却知之甚少。在这里,我们通过一项新的任务来研究这个问题,在这项任务中,参与者在每次试验中看到两个 4 项或 6 项的列表,并为每个列表提供特定的编码说明,以便后续进行项目信息检索或顺序重建。在实验 1、2 和 5 中,单词既用于项目列表,也用于顺序列表,而在实验 3 和 4 中,一个列表使用单词,另一个列表使用字符。实验 1-4 使用了项目识别任务,实验 5 使用了从片段中重建项目的任务。总的发现是,与仅要求一个列表保留项目信息相比,当两个列表都要求进行顺序重建时,顺序保留会受到阻碍。在某些情况下,当第二个列表也需要保留项目时,第一个列表中项目的保留会受到损害。我们用一个新的理论解释来解释这种结果模式,其中相似的材料会发生覆盖,并且存在一个特定于顺序信息的容量限制。(PsycInfo 数据库记录(c)2021 APA,保留所有权利)。