Kim K, Glanzer M
Department of Psychology, New York University, New York 10003, USA.
J Exp Psychol Learn Mem Cogn. 1995 Sep;21(5):1096-107. doi: 10.1037//0278-7393.21.5.1096.
Three experiments on recognition memory were carried out to define the nature of intralist interference effects. Experiment 1 replicated the findings of an earlier study (A. I. Schulman, 1971) on what appeared to be combined study (input) and test (output) order effects and added information on the presence of speed-accuracy trade-off effects. Experiment 2 demonstrated that only test order was effective and that study order effects did not occur. Experiment 3 demonstrated again that only test order was effective and also showed that the effect remained when response times were controlled. Attention/likelihood theory was fitted to the data of the final, clarified interference effect.
进行了三项关于再认记忆的实验,以确定系列内干扰效应的性质。实验1重复了早期一项研究(A.I.舒尔曼,1971年)的结果,该研究涉及看似综合的学习(输入)和测试(输出)顺序效应,并补充了关于速度-准确性权衡效应存在的信息。实验2表明只有测试顺序有效,且不存在学习顺序效应。实验3再次表明只有测试顺序有效,并且还表明在控制反应时间时该效应依然存在。注意力/可能性理论被应用于最终明确的干扰效应数据。