ON THE RELATIONSHIP BETWEEN AUTOBIOGRAPHICAL MEMORY AND PERCEPTUAL-LEARNING
ON THE RELATIONSHIP BETWEEN AUTOBIOGRAPHICAL MEMORY AND PERCEPTUAL-LEARNING
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DOI：
10.1037/0096-3445.110.3.306
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发表时间：
1981-01-01
影响因子：
4.1
通讯作者：
DALLAS, M
中科院分区：
文献类型：
--
作者：
JACOBY, LL;DALLAS, M
报告实验旨在探索更有意识的自传体形式的记忆，是由识别记忆测试和较少意识到的形式的记忆，是在知觉学习中表达的关系。受试者为247名本科生。变量，如在研究过程中的文字处理水平的影响识别记忆，但随后的知觉识别。与此相反，变量，如重复的数量和间隔产生平行的影响知觉识别和识别记忆。提示再认记忆有两个基础。如果一个项目很容易被感知，以至于它似乎从页面上“跳出来”，S很可能会判断它在实验情境中被看到。再认记忆的第二个基础是对词的学习语境的阐述，并取决于学习过程中的加工水平等因素，这些因素对孤立词的知觉再认并不重要。学习对知觉再认的影响似乎完全是由于对物理或字形信息的记忆。结果也与知觉学习理论有关。学习对知觉识别的影响部分取决于相同的变量，就像对更标准的记忆测试的影响一样。(59参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
Reports experiments designed to explore the relationship between the more aware autobiographical form of memory that is measured by a recognition memory test and the less aware form of memory that is expressed in perceptual learning. Ss were 247 undergraduates. Variables such as the level of processing of words during study influenced recognition memory, but not subsequent perceptual recognition. In contrast, variables such as the number and the spacing of repetitions produced parallel effects on perceptual recognition and recognition memory. It is suggested that there are 2 bases for recognition memory. If an item is readily perceived so that it seems to" jump out" from the page, the S is likely to judge that it has been seen in the experimental situation. The 2nd basis for recognition memory involves elaboration of a word's study context and depends on such factors as level of processing during study—factors not important for perceptual recognition of isolated words. Effects of study on perceptual recognition appear to be totally due to memory for physical or graphemic information. Results are also relevant to theories of perceptual learning. Effects of study on perceptual recognition partly depend on the same variables as do effects on more standard memory tests.(59 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)