Heineken E
Z Gerontol. 1984 Sep-Oct;17(5):285-93.
Developmental memory research has to consider the role of the recall-material in the context of the learner's life situation. This is a prerequisite for ecological validity. An indicator of such age-specific and achievement relevant context differences is suggested to be the degree of "affection" and "surprise" induced by the particular learning event. The importance of both variables becomes obvious in a study by Brown and Kulick (1977) on long-term memory for context-information of realworld events: recall is proven to be dependent upon the interaction of the experienced "affection" and "surprise". In their study the authors do not control the variable "surprise" explicitly. Their hypothesis of interaction therefore remained unproved. This interaction is empirically studied here. At the same time the hypothesis that recall is dependent on the emotional value of the event is also examined. Two groups participated in the study, 65 students of psychology, age 20 to 42, and 60 seniors, age 60 to 84. The recall of context-information associated with the events of the private and public world, the scores of the experienced degree of affection and surprise, as well as the emotional evaluation of the particular event were measured. The results confirm the hypothesis of interaction: The factor "surprise" has a significant effect only under conditions of high scored "'affection". The main effect of the factor "affection" is significant, whereas no effect for emotional evaluation was discovered.
发展性记忆研究必须考虑回忆材料在学习者生活情境中的作用。这是生态效度的一个前提条件。这种与年龄相关且与成就相关的情境差异的一个指标被认为是特定学习事件所引发的“情感”和“惊讶”程度。布朗和库利克（1977年）关于现实世界事件情境信息的长期记忆的一项研究中，这两个变量的重要性变得显而易见：事实证明，回忆取决于所体验到的“情感”和“惊讶”的相互作用。在他们的研究中，作者没有明确控制“惊讶”这一变量。因此，他们关于相互作用的假设仍未得到证实。在此对这种相互作用进行实证研究。同时，回忆取决于事件的情感价值这一假设也得到检验。两组参与了该研究，一组是65名年龄在20至42岁之间的心理学专业学生，另一组是60名年龄在60至84岁之间的老年人。测量了与个人和公共世界事件相关的情境信息的回忆、所体验到的情感和惊讶程度的得分，以及对特定事件的情感评价。结果证实了相互作用的假设：“惊讶”因素仅在“情感”得分较高的情况下具有显著影响。“情感”因素的主要影响是显著的，而未发现情感评价有任何影响。
