Chen Haoyu, Yang Jiongjiong
School of Psychological and Cognitive Sciences, Peking University, Beijing, China.
Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China.
Front Psychol. 2020 Dec 1;11:565169. doi: 10.3389/fpsyg.2020.565169. eCollection 2020.
Repetition learning is an efficient way to enhance memory performance in our daily lives and educational practice. However, it is unclear to what extent repetition or multiple exposures modulate different types of memory over time. The inconsistent findings on it may be associated with encoding strategy. In this study, participants were presented with pairs of pictures (same, similar, and different) once (see section "Experiment 1") or three times (see section "Experiment 2") and were asked to make a same/similar/different judgment. By this, an elaborative encoding is more required for the "same" and "similar" conditions than the "different" condition. Then after intervals of 10 min, 1 day, and 1 week, they were asked to perform a recognition test to discriminate a repeated and a similar picture, followed by a remember/know/guess assessment and a contextual judgment. The results showed that after learning the objects three times, both item memory and contextual memory improved. Multiple exposures enhanced the hit rate for the "same" and "similar" conditions, but did not change the false alarm rate significantly. The recollection, rather than the familiarity, contributed to the repetition effect. In addition, the memory enhancement was manifested in each encoding condition and retention interval, especially for the "same" condition and at 10-min and 1-day intervals. These results clarify how repetition influences item and contextual memories during discriminative learning and suggest that multiple exposures render the details more vividly remembered and retained over time when elaborative encoding is emphasized.
重复学习是在我们的日常生活和教育实践中提高记忆表现的一种有效方式。然而，重复或多次接触在多大程度上随时间调节不同类型的记忆尚不清楚。关于这一点的不一致发现可能与编码策略有关。在本研究中，向参与者呈现成对的图片（相同、相似和不同）一次（见“实验1”部分）或三次（见“实验2”部分），并要求他们做出相同/相似/不同的判断。由此，“相同”和“相似”条件比“不同”条件更需要精细编码。然后在间隔10分钟、1天和1周后，要求他们进行识别测试，以区分重复的图片和相似的图片，随后进行记住/知道/猜测评估和情境判断。结果表明，在对物体学习三次后，项目记忆和情境记忆均得到改善。多次接触提高了“相同”和“相似”条件下的命中率，但未显著改变误报率。回忆而非熟悉度促成了重复效应。此外，记忆增强在每种编码条件和保持间隔中均有体现，尤其是在“相同”条件以及10分钟和1天的间隔时。这些结果阐明了重复在辨别学习过程中如何影响项目记忆和情境记忆，并表明当强调精细编码时，多次接触能使细节随着时间的推移被更生动地记住和保持。
