Szymanski K F, MacLeod C M
Division of Life Sciences, University of Toronto, Scarborough, Ontario, Canada.
Conscious Cogn. 1996 Mar-Jun;5(1-2):165-75. doi: 10.1006/ccog.1996.0010.
We investigated the impact of attention during encoding on later retrieval. During study, participants read some words aloud (ignoring the print color) and named the print color of other words aloud (ignoring the word). Then one of two memory tests was administered. The explicit test--recognition--required conscious recollection of whether a word was studied. Previously read words were recognized more accurately than were previously color named words. This contrasted sharply with performance on the implicit test--repetition priming in lexical decision. Here, words that were color named during study showed priming equivalent to words that were read during study; both were responded to faster than unstudied words. Thus, an attentional manipulation during study had a strong effect on an explicit test of memory, but almost no effect on an implicit test. Focal attention during study is crucial for remembering consciously but not necessarily for remembering without awareness.
我们研究了编码过程中的注意力对后期检索的影响。在学习过程中，参与者大声读出一些单词（忽略印刷颜色），并大声说出其他单词的印刷颜色（忽略单词）。然后进行两项记忆测试中的一项。显性测试——识别——要求有意识地回忆一个单词是否被学习过。之前读过的单词比之前只说出颜色的单词被识别得更准确。这与隐性测试——词汇判断中的重复启动——的表现形成了鲜明对比。在这里，学习过程中说出颜色的单词与学习过程中读过的单词表现出相同程度的启动效应；两者的反应速度都比未学习过的单词快。因此，学习过程中的注意力操纵对记忆的显性测试有很强的影响，但对隐性测试几乎没有影响。学习过程中的集中注意力对于有意识的记忆至关重要，但对于无意识的记忆不一定如此。
