Jacoby L L
Department of Psychology, New York University, New York 10003-6634, USA.
J Exp Psychol Learn Mem Cogn. 1999 Jan;25(1):3-22. doi: 10.1037//0278-7393.25.1.3.
Four experiments examined ironic effects of repetition, effects opposite to those desired (cf. D. M. Wegner, 1994). For an exclusion task, participants were to respond "yes" to words heard earlier but "no" to words that were read earlier. Results from young adults given adequate time to respond showed that false alarms to earlier-read words decreased with their repetition. An opposite, ironic effect of repetition was found for elderly adults--false alarms to earlier-read words increased with repetition. Younger adults forced to respond quickly or to perform a secondary task while reading words showed the same ironic effect of repetition as did elderly adults. The process-dissociation procedure (L. L. Jacoby, 1991, 1998) was used to show that factors that produce ironic effects do so by reducing recollection while leaving effects of repetition on familiarity unchanged.
四项实验检验了重复的反讽效应，即与预期相反的效应（参见D. M. 韦格纳，1994）。在一项排除任务中，参与者对之前听到的单词回答“是”，而对之前读过的单词回答“否”。给予足够时间做出反应的年轻人的结果表明，对之前读过单词的误报随着重复次数的增加而减少。而老年人则出现了相反的重复反讽效应——对之前读过单词的误报随着重复次数的增加而增加。被迫快速做出反应或在阅读单词时执行次要任务的年轻人表现出与老年人相同的重复反讽效应。采用加工分离程序（L. L. 雅可比，1991年、1998年）表明，产生反讽效应的因素是通过减少回忆，同时保持重复对熟悉度的影响不变来实现的。
