Gillström A, Rönnberg J
Department of Education and Psychology, Linköping University, Sweden.
Scand J Psychol. 1994 Dec;35(4):367-85. doi: 10.1111/j.1467-9450.1994.tb00960.x.
Prediction accuracy of text recall was studied in two experiments. Text characteristics (i.e., consistency and distinctiveness) were manipulated in Experiment 1, and familiarity with the reading-task in Experiment 2. The results were also analyzed and discussed in terms of easy processing (Experiment 1), and in terms of increased and more active processing (Experiment 2). Text characteristics did not affect prediction accuracy. However, being familiar with the reading-task led to good and long-lasting prediction accuracy. Thus, subjects reading a school-book text, instructed to learn the contents of it demonstrated reliable memory awareness, both for immediate recall and for delay of one week. It was also suggested that increased processing demands and active reading enhances prediction accuracy.
在两项实验中研究了文本回忆的预测准确性。在实验1中操控了文本特征（即一致性和独特性），在实验2中操控了对阅读任务的熟悉程度。还从易于处理（实验1）以及增加且更主动的处理（实验2）方面对结果进行了分析和讨论。文本特征并未影响预测准确性。然而，熟悉阅读任务会带来良好且持久的预测准确性。因此，阅读教科书文本并被要求学习其内容的受试者，无论是即时回忆还是延迟一周后的回忆，都表现出可靠的记忆意识。研究还表明，增加处理需求和积极阅读可提高预测准确性。
