Interrupting recognition memory: Tests of a criterion-change account of the revelation effect
Interrupting recognition memory: Tests of a criterion-change account of the revelation effect
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中断识别记忆：揭示效应标准变化解释的测试
DOI：
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发表时间：
2001
影响因子：
2.4
通讯作者：
Marty W. Niewiadomski
中科院分区：
文献类型：
--
作者：
W. Hockley;Marty W. Niewiadomski
当测试探针之前是一个不相关的解决问题的任务时，积极的识别反应的增加证明了启示效应。Niewiadomski和Hockley（2001）提出了一种基于决策的解释，假设解决问题的任务取代了工作记忆中的学习列表背景，导致受试者采用更自由的识别标准，以替代基于熟悉度的解释（Hicks & Marsh，1998; Westerman &格林，1998）。在本研究中，我们发现，启示效果时看到的刺激材料是非常罕见的单词或非单词的纯列表。相反，对于常见词和非常罕见的词或非词的混合列表，发现常见词的启示效果，但非常罕见的词和非词消失。我们认为，在混合列表中，自由的决定偏见的启示任务和标准之间的变化，常见的话，非常罕见的话和nonwords服务，以抵消对方。
The revelation effect is evidenced by an increase in positive recognition responses when the test probe is immediately preceded by an unrelated problem-solving task. As an alternative to familiarity-based explanations of this effect (Hicks & Marsh, 1998; Westerman & Greene, 1998), Niewiadomski and Hockley (2001) proposed a decision-based account in which it is assumed that the problem-solving task displaces the study list context in working memory, leading subjects to adopt a more liberal recognition criterion. In the present study, we show that the revelation effect is seen when the stimulus materials are pure lists of very rare words or nonwords. In contrast, for mixed lists of common words and very rare words or nonwords, the revelation effect is found for common words but disappears for very rare words and nonwords. We argue that, in mixed lists, the liberal decision bias following the revelation task and the criterion changes between common words and very rare words and nonwords serve to offset each other.
DOI：
10.1037/0278-7393.16.6.1012
发表时间：
1990-11
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
M. Watkins;Z. Peynircioǧlu
通讯作者：
M. Watkins;Z. Peynircioǧlu
启示即启示效应并非因启示而产生。
DOI：
10.1037//0278-7393.24.2.377
发表时间：
1998
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Westerman,DL;Greene,RL
通讯作者：
Greene,RL
论启示效应的普遍性。
DOI：
10.1037//0278-7393.22.5.1147
发表时间：
1996
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Westerman,DL;Greene,RL
通讯作者：
Greene,RL