Ross B H, Bradshaw G L
Beckman Institute, University of Illinois, Urbana 61801.
Mem Cognit. 1994 Sep;22(5):591-605. doi: 10.3758/bf03198398.
Understanding requires prior knowledge. Most theories and empirical work on understanding have focused on the use of general prior knowledge. In the experiments presented here, we examined the role of specific prior episodes in understanding. Subjects read ambiguous stories that had some superficial cue to make them think back to an earlier story. Experiment 1 shows that a superficial cue to an earlier story affects how the new story is interpreted. Experiment 2, in which a reading-time measure was used, provides evidence that this effect of the earlier story occurs during the initial understanding of the new story. We discuss the implications of these results for theories of understanding and the use of remindings in analogy.
理解需要先验知识。大多数关于理解的理论和实证研究都聚焦于一般先验知识的运用。在本文所呈现的实验中，我们考察了特定先前事件在理解过程中的作用。受试者阅读了一些具有模糊线索的故事，这些线索会促使他们回想起更早之前的一个故事。实验1表明，指向更早之前故事的模糊线索会影响对新故事的解读方式。实验2使用了阅读时间测量方法，结果表明，更早之前故事的这种影响发生在对新故事的初始理解阶段。我们讨论了这些结果对于理解理论以及类比中提示运用的意义。
