Encoding, maintenance, and retrieval processes in the lag effect: A multinomial processing tree analysis
Encoding, maintenance, and retrieval processes in the lag effect: A multinomial processing tree analysis
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滞后效应中的编码、维护和检索过程：多项处理树分析
DOI：
10.1080/09658211.2011.631550
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发表时间：
2012
期刊：
影响因子：
2.1
通讯作者：
E. Erdfelder
中科院分区：
文献类型：
--
作者：
Carolina E. Küpper;E. Erdfelder
对逐字材料重复学习的短期研究通常表明，与重复之间的短滞后相比，长滞后的总体好处。这被称为滞后效应。然而，在教育相关的时间尺度上，滞后和记忆表现之间的倒U形关系经常被观察到。最近，Cepeda等人（2009）表明，再学习的最佳延迟在很大程度上取决于最后一次学习会话和最终记忆测试之间的时间间隔（即，保留间隔; RI）。为了更详细地探索这一结果背后的认知机制，我们在3×2的实验设计中独立地操纵了滞后和RI，并使用多项加工树模型分析了我们的数据。我们的研究结果表明，滞后效应的趋势主要是由编码和维护过程，而不是检索机制。我们的发现对滞后效应理论具有重要影响。
Short-term studies on repeated learning of verbatim material have typically revealed an overall benefit of long lags compared to short lags between repetitions. This has been referred to as the lag effect. On educationally relevant time scales, however, an inverted-U-shaped relation between lag and memory performance is often observed. Recently, Cepeda et al. (2009) showed that the optimal lag for relearning depends heavily on the time interval between the last learning session and the final memory test (i.e., the retention interval; RI). In order to explore the cognitive mechanisms underlying this result in more detail we independently manipulated both the lag and the RI in a 3×2 experimental design and analysed our data using a multinomial processing tree model for free-then-cued-recall data. Our results reveal that the lag effect trends are mainly driven by encoding and maintenance processes rather than by retrieval mechanisms. Our findings have important implications for theories of the lag effect.