Hertel P T, Knoedler A J
Department of Psychology, Trinity University, San Antonio, TX 78212, USA.
Mem Cognit. 1996 Jan;24(1):16-25. doi: 10.3758/bf03197269.
In Experiment 1, mildly depressed (dysphoric) and nondysphoric subjects tried to solve logic problems that were analogous to subsequent target problems; then they attempted target solutions with or without hints in the form of the anologues' themes. Target solutions were impaired by the hints in the nondysphoric group alone. Experiment 2A was a no-training control to verify that transfer did indeed occur. In Experiment 2B, all subjects received hints in the transfer phase; the training phase was either problem oriented (as in Experiment 1) or memory oriented. Again, nondysphoric subjects solved fewer problems following problem-oriented training than did both dysphoric subjects in that condition and nondysphoric subjects with memory-oriented training. Experiment 3 replicated the previous results in the nondysphoric samples. We interpret these findings within the transfer-appropriate processing framework.
在实验1中，轻度抑郁（烦躁不安）的受试者和无烦躁情绪的受试者尝试解决与后续目标问题类似的逻辑问题；然后，他们在有或没有类似问题主题形式提示的情况下尝试解决目标问题。只有无烦躁情绪组的提示会妨碍目标问题的解决。实验2A是一个无训练对照组，以验证确实发生了迁移。在实验2B中，所有受试者在迁移阶段都收到了提示；训练阶段要么以问题为导向（如实验1），要么以记忆为导向。同样，在以问题为导向的训练后，无烦躁情绪的受试者解决的问题比处于该条件下的烦躁情绪受试者和接受以记忆为导向训练的无烦躁情绪受试者都要少。实验3在无烦躁情绪样本中重复了先前的结果。我们在迁移适当加工框架内解释这些发现。
