Hambric Channing E
Department of Psychology, Bowdoin College, Brunswick, ME, USA.
Psychol Res. 2025 Aug 30;89(5):137. doi: 10.1007/s00426-025-02169-2.
Generative activity can interfere with later retrieval of related concepts and words. This semantic interference has been ascribed to long-term adaptive learning mechanisms that promote access to selected representations and hinder access to coactivated competitors. Some accounts in the memory literature posit that the punishment doled out to coactivated competitors may actually serve as a catalyst for more robust relearning in comparison to never-punished controls. The present work investigates whether this claim also applies to lexical access by assessing how adaptive learning processes unfold during generation of taxonomically related words in each phase of a modified retrieval practice and relearning design. In each phase, there was cumulative semantic interference across category member ordinal position, demonstrating that interference accrues with each related retrieval. The final assessment phase showed persistent semantic interference in the absence of relearning, but naming was equivalent for activated and control conditions that were subjected to relearning. These results provide a detailed window into the temporal dynamics of learning and relearning in conceptual-lexical access but suggest that enhanced relearning chiefly applies to novel learning episodes and not well learned conceptual-lexical links.
生成活动会干扰后续对相关概念和词汇的检索。这种语义干扰被归因于长期的适应性学习机制，该机制促进对选定表征的访问，并阻碍对共同激活的竞争表征的访问。记忆文献中的一些观点认为，与从未受惩罚的对照组相比，对共同激活的竞争表征施加的惩罚实际上可能成为更强大的再学习的催化剂。本研究通过评估在改进的检索练习和再学习设计的每个阶段中，分类学相关词汇生成过程中适应性学习过程是如何展开的，来调查这一说法是否也适用于词汇访问。在每个阶段，跨类别成员序数位置都存在累积的语义干扰，表明干扰随着每次相关检索而累积。最终评估阶段显示，在没有再学习的情况下存在持续的语义干扰，但对于接受再学习的激活条件和对照条件，命名是等效的。这些结果为概念 - 词汇访问中学习和再学习的时间动态提供了一个详细的窗口，但表明增强的再学习主要适用于新的学习情节，而不适用于已熟练掌握的概念 - 词汇联系。
