MacDonald P A, MacLeod C M
Division of Life Sciences, University of Toronto at Scarborough, Ont., Canada.
Acta Psychol (Amst). 1998 Apr;98(2-3):291-310. doi: 10.1016/s0001-6918(97)00047-4.
The relation between attention at encoding and direct (i.e., recognition) versus indirect (i.e., rapid reading) remembering was investigated. In Experiments 1 and 2, color of print indicated whether to read an individual word aloud or to ignore it. This attentional manipulation reduced direct but not indirect remembering for the ignored words relative to the attended words. Apparently direct remembering is extremely dependent on attention at encoding. In Experiment 3, however, presenting two words simultaneously at study, with color now signifying which word to read and which to ignore, eliminated this dissociative effect of attention. Ignored words were not remembered on either test, although attended words were remembered well on both. Mere exposure is not sufficient to produce indirect remembering: Stimuli must be attended. Ignoring one stimulus in favor of processing another stimulus that is simultaneously presented and equally salient may prevent even the minimal attentional requirements of indirect remembering from being met, let alone the more stringent requirements of direct remembering.
研究了编码时的注意力与直接（即识别）记忆和间接（即快速阅读）记忆之间的关系。在实验1和实验2中，印刷颜色指示是大声读出单个单词还是忽略它。这种注意力操纵相对于被关注的单词减少了对被忽略单词的直接记忆，但没有减少间接记忆。显然，直接记忆在很大程度上依赖于编码时的注意力。然而，在实验3中，在学习时同时呈现两个单词，此时颜色表示要读哪个单词以及忽略哪个单词，消除了注意力的这种分离效应。在两种测试中，被忽略的单词都没有被记住，尽管被关注的单词在两种测试中都被很好地记住了。仅仅接触不足以产生间接记忆：刺激必须被关注。忽略一个刺激而倾向于处理同时呈现且同样突出的另一个刺激，可能甚至无法满足间接记忆所需的最低注意力要求，更不用说直接记忆更严格的要求了。
