Serra M, Nairne J S
Psychology Department, Purdue University, West Lafayette, IN 47907-1364.
Mem Cognit. 1993 Jan;21(1):34-40. doi: 10.3758/bf03211162.
We performed three experiments to investigate an earlier finding of Nairne, Riegler, and Serra (1991) that item generation disrupts the long-term retention of serial order. Experiment 1 demonstrated a clear advantage of reading over generating on a reconstruction test when reading and generating occurred in pure, but not mixed, lists. Experiment 2 showed that the standard generate advantage is seen in free recall of mixed, but not pure, lists, even when recall is immediately followed by reconstruction of serial order of the same items. Experiment 3 replicated Experiment 1, but with the use of an incidental learning procedure. The results of all three experiments are consistent with the claim that generation has dissociative effects on item and order memory; moreover, these dissociative effects help to explain design controversies in the generation effect literature.
我们进行了三项实验，以探究奈尔内、里格勒和塞拉（1991年）早期的一项发现，即项目生成会干扰序列顺序的长期保持。实验1表明，当阅读和生成分别出现在纯列表而非混合列表中时，在重建测试中阅读比生成具有明显优势。实验2表明，即使在对相同项目的序列顺序进行重建之前立即进行回忆，在混合列表而非纯列表的自由回忆中也能看到标准的生成优势。实验3重复了实验1，但使用了附带学习程序。所有三项实验的结果都与以下观点一致，即生成对项目记忆和顺序记忆具有分离效应；此外，这些分离效应有助于解释生成效应文献中的设计争议。
