Flory P, Pring L
Department of Psychology, Goldsmith's College, University of London, New Cross, UK.
Q J Exp Psychol A. 1995 Feb;48(1):153-65. doi: 10.1080/14640749508401382.
Two experiments are reported which investigated the effects of data-driven generation of study items on direct and indirect measures of memory. Previous research in the field of implicit memory has traditionally employed generation procedures at encoding which focused on conceptually driven processing. The present study undertook to device data-driven generation procedures that were predicted to lead to a generation effect on word-stem completion. In Experiment 1 subjects had to generate target items from anagrams and newly developed "assemblograms", requiring mainly data-driven processing, as well as from semantic cues and definitions, involving mainly conceptually driven processing. Effects of these generate conditions were compared to the usual name condition on a direct word-stem cued recall test, and on an indirect word-stem completion test. Differences between data-driven generation on the stem completion task and the name condition failed to reach significant differences in retention. In Experiment 2 subjects generated targets from assemblograms and from semantic cues. The data revealed the predicted occurrence of a generation effect on an indirect memory test following data-driven generation. The finding of a generation effect in an indirect as opposed to a direct memory test was seen as support for the view that generating a study item may enhance data-driven as well as conceptually driven processing, depending on the processing demands made by generation procedures. The results were interpreted within the transfer-appropriate processing framework, with additional reference to Glisky and Rabinowitz's two-component account of generation effects (Glisky & Rabinowitz, 1985).
本文报告了两项实验，研究了数据驱动的学习项目生成对记忆的直接和间接测量的影响。以往内隐记忆领域的研究传统上在编码时采用生成程序，这些程序侧重于概念驱动的加工。本研究着手设计数据驱动的生成程序，预计这些程序会对词干补全产生生成效应。在实验1中，受试者必须从字谜和新开发的“组装字谜”中生成目标项目，这主要需要数据驱动的加工，同时也要从语义线索和定义中生成目标项目，这主要涉及概念驱动的加工。在直接的词干线索回忆测试和间接的词干补全测试中，将这些生成条件的效果与通常的命名条件进行了比较。在词干补全任务中，数据驱动生成与命名条件之间在记忆保持方面的差异未达到显著水平。在实验2中，受试者从组装字谜和语义线索中生成目标项目。数据显示，在数据驱动生成后，间接记忆测试中出现了预期的生成效应。在间接记忆测试而非直接记忆测试中发现生成效应，这被视为支持以下观点：根据生成程序提出的加工要求，生成一个学习项目可能会增强数据驱动以及概念驱动的加工。研究结果在迁移适当加工框架内进行了解释，并额外参考了格利斯基和拉宾诺维茨关于生成效应的双成分解释（格利斯基和拉宾诺维茨，1985年）。
