Church B A, Schacter D L
Department of Psychology, Harvard University, Cambridge, Massachusetts 02138.
J Exp Psychol Learn Mem Cogn. 1994 May;20(3):521-33. doi: 10.1037//0278-7393.20.3.521.
Five experiments explored the effect of acoustic changes between study and test on implicit and explicit memory for spoken words. Study-test changes in the speaker's voice, intonation, and fundamental frequency produced significant impairments of auditory priming on implicit tests of auditory identification and stem completion but had little or no effect on explicit recall and recognition tests (Experiments 1-4). However, study-test changes in overall decibel level had no effect on priming on an auditory stem-completion test or on cued-recall performance (Experiment 5). The results are consistent with the idea that fundamental frequency information is represented in a perceptual representation system that plays an important role in auditory priming.
五项实验探究了学习与测试之间的声学变化对口语单词的内隐记忆和外显记忆的影响。在说话者的声音、语调以及基频方面，学习与测试之间的变化在听觉识别和词干补全的内隐测试中对听觉启动产生了显著损害，但对外显回忆和识别测试几乎没有影响（实验1 - 4）。然而，整体分贝水平上学习与测试之间的变化对听觉词干补全测试中的启动或线索回忆表现没有影响（实验5）。这些结果与以下观点一致，即基频信息在一个感知表征系统中得到表征，该系统在听觉启动中起着重要作用。
