Department of Learning Sciences, Georgia State University, Suite 750, 30 Pryor St. SW, Atlanta, GA, 303030, USA.
Department of Psychology, Grand Valley State University, Allendale, MI, USA.
Mem Cognit. 2023 Jan;51(1):101-114. doi: 10.3758/s13421-022-01309-y. Epub 2022 Apr 6.
Research suggests that domain knowledge facilitates memory for domain-specific information through two mechanisms: differentiation, which involves the ability to identify meaningful, fine-grained details within a sequence, and unitization, which involves binding individual components from a sequence into functional wholes. This study investigated the extent to which individuals engaged in differentiation and unitization when parsing continuous events into discrete, meaningful units (i.e., event segmentation) and recalling them. Participants watched and segmented basketball videos. They then rewatched the videos and provided descriptions afterward. Videos were coded for the presence of higher order goals (A2 actions) and the individual sub-actions that comprised them (A1 actions). Results suggested that event segmentation behavior for participants with less knowledge was more aligned with changes in basic actions (A1 actions) than for participants with greater knowledge. When describing events, participants with greater knowledge were more likely than participants with less knowledge to use statements that reflected unitization.
研究表明，领域知识通过两种机制促进特定领域信息的记忆：区分，它涉及在序列中识别有意义的、细粒度的细节的能力，以及单元化，它涉及将序列中的各个组件绑定到功能整体中。本研究调查了个体在将连续事件分解成离散的、有意义的单元（即事件分割）并回忆这些单元时，在多大程度上参与了区分和单元化。参与者观看并分割篮球视频。然后，他们重新观看视频并在之后提供描述。对视频进行了编码，以记录高级目标（A2 动作）和组成它们的各个子动作（A1 动作）的存在。结果表明，知识较少的参与者的事件分割行为与基本动作（A1 动作）的变化更为一致，而知识较多的参与者则不是。在描述事件时，知识较多的参与者比知识较少的参与者更有可能使用反映单元化的陈述。
