Thapar A, Greene R L
Department of Psychology, Case Western Reserve University, Cleveland, Ohio 44106-7123.
J Exp Psychol Learn Mem Cogn. 1994 May;20(3):671-9. doi: 10.1037//0278-7393.20.3.671.
The series of experiments presented in this article replicate the interaction that B. H. Challis and D. R. Brodbeck (1992) reported between list design (blocked or mixed) and level of processing for word fragment completion: The advantage for semantically processed words over shallowly processed words was greater when the conditions were blocked than when they were mixed on the study list. A similar interaction was found for perceptual identification (a data-driven implicit task) and priming in general knowledge questions (a conceptually driven implicit task). However, both data-driven and conceptually driven explicit tasks failed to reveal such a pattern.
本文所呈现的一系列实验重复了B. H. 查利斯和D. R. 布罗德贝克（1992年）所报告的列表设计（分组或混合）与单词片段完成的加工水平之间的相互作用：在学习列表上，当条件为分组时，语义加工单词相对于浅加工单词的优势比条件为混合时更大。在知觉识别（一种数据驱动的内隐任务）和一般知识问题的启动（一种概念驱动的内隐任务）中也发现了类似的相互作用。然而，数据驱动和概念驱动的外显任务均未揭示出这样一种模式。
