Jacoby L L
Department of Psychology, McMaster University, Hamilton, Ontario, Canada.
J Exp Psychol Learn Mem Cogn. 1998 Jan;24(1):3-26. doi: 10.1037//0278-7393.24.1.3.
Three experiments investigated assumptions of the process-dissociation procedure for separating consciously controlled and automatic influences of memory. Conditions that encouraged direct retrieval revealed process dissociations. Manipulating attention during study or manipulating study time affected recollection but left automatic influences of memory relatively invariant. However, paradoxical dissociations were found when conditions encouraged use of a generate-recognize strategy, violating assumptions underlying the estimation procedure. Use of subjective reports to gain estimates produced parallel results. Easily observed correlations are shown to be not useful for testing assumptions underlying the process-dissociation procedure. A multinomial model produced results that agree with those from the process-dissociation approach.
三项实验研究了用于分离记忆中意识控制和自动影响的过程分离程序的假设。鼓励直接检索的条件揭示了过程分离。在学习过程中操纵注意力或操纵学习时间会影响回忆，但记忆的自动影响相对不变。然而，当条件鼓励使用生成-识别策略时，发现了矛盾的分离，这违反了估计程序所依据的假设。使用主观报告来获得估计产生了类似的结果。容易观察到的相关性被证明对检验过程分离程序所依据的假设没有用处。一个多项式模型产生的结果与过程分离方法的结果一致。
