Rutledge P C, Hollenberg D, Hancock R A
Department of Social and Behavioral Sciences, Lincoln University, Jefferson City, MO 65102-0029.
Psychol Rep. 1993 Jun;72(3 Pt 1):867-80. doi: 10.2466/pr0.1993.72.3.867.
Wegner, Schneider, Carter, and White in 1987 found that attempts to suppress thoughts of a white bear produced even greater preoccupation with that stimulus--a rebound effect. This effect was investigated in Exp. 1 using both Wegner's white bear stimulus and a more personally meaningful stimulus (an upcoming test). The rebound effect was not observed with either stimulus. Exp. 2 was conducted to examine the hypothesis that this failure to replicate Wegner, et al.'s rebound effect reflected individual differences in the respective subject pools. A within-subjects design was used to classify subjects as rebounders or nonrebounders by comparing each subject's expression of a thought following suppression to their own baseline expression of that thought. Subjects classified as rebounders had significantly higher ACT Mathematics subtest scores than did the subjects classified as nonrebounders. This suggests that there is a moderator variable related to mathematics ability for the rebound effect.
1987年，韦格纳、施耐德、卡特和怀特发现，试图抑制对白熊的想法会导致对该刺激物更加专注——一种反弹效应。在实验1中，使用韦格纳的白熊刺激物和一个更具个人意义的刺激物（即将到来的考试）对这种效应进行了研究。两种刺激物均未观察到反弹效应。进行实验2是为了检验以下假设：未能重复韦格纳等人的反弹效应反映了各自受试者群体中的个体差异。采用受试者内设计，通过比较每个受试者在抑制后对一种想法的表达与其自身对该想法的基线表达，将受试者分类为反弹者或非反弹者。被分类为反弹者的受试者在ACT数学子测试中的得分显著高于被分类为非反弹者的受试者。这表明存在一个与数学能力相关的调节变量影响反弹效应。
