A research for the effects of self-corrected activities on memory

本研究的目的是比较自我修正精细加工(SC)、自我生成精细加工(SG)和实验者提供的精细加工(EP)对附带记忆的影响。在SC条件下，受试者被要求生成目标词或每个句子框中的词。在SG条件下，他们被要求生成适合每个句子框架的准确单词。在EP条件下，他们被要求对实验者提供的语境对句子框架的适当性进行评分。主要结果如下：1.SC比SG或EP具有更好的自由回忆能力。2.附带记忆的自校正精加工效应是由奇异性效应和一致性效应的相加效应引起的。3.自校正效应的有效性由以下几个因素决定：(1)校正对象：当被试向目标产生替换词时，观察到自我校正的精加工效应。然而，当他们被要求将单词替换为句子框架中的一个单词时，没有观察到效果。(2)意象：当句子框架引起非奇异意象时，没有观察到自我修正的精加工效应，因为奇异意象是产生怪诞效应的关键。(3)表征类型分布式表征比集中表征促进了自我修正精加工的有效性。(4)年龄：二年级没有观察到自我修正的精加工效应，而六年级则观察到了自我修正效应。这种发展差异从利用替代词作为目标提取线索的有效性的角度进行了讨论。

The purpose of the present study was to examine the effect of self-corrected elaboration (SC) on incidental memory in comparison with that of self-generated elaboration (SG) and that of experimenter-provided elaboration (EP). In SC condition, subjects were asked to generate the replacement word to the target or the word in each sentence frame. In SG condition, they were asked to generate the precise word that fitted in each sentence frame. In EP condition, they were asked to rate the appropriateness of the context provided by experimenter to the sentence frame.The main results were as follows.1.SC led to better free recall than SG or EP. This superiority of SC to SG or EP was named "Self-corrected elaboration effect".2.The self-corrected elaboration effect on incidental memory was caused by additive effects of bizarreness and congruity effects.3.The effectiveness of the self-corrected elaboration was determined by following factors.(1)Objects of correctionWhen the subjects were asked to generate the replacement word to the target, the self-corrected elaboration effect was observed. However, when they were asked to generate the replacement word to a word in the sentence frame, the effect was not observed. This inconsistency was discussed in terms of connection between the replacement word and target.(2)ImageWhen the sentence frame aroused non-bizarre image, the self-corrected elaboration effect was not observed, because the bizarre image was critical to the occurrence of the bizarreness effect.(3)Type of presentationThe effectiveness of the self-corrected elaboration was facilitated by distributed presentation compared to the massed presentation.(4)AgeFor the second graders, the self-corrected elaboration effect was not observed, whereas for the sixth graders, the effect was observed. This developmental difference was discussed in terms of effectiveness of utilizing the replacement word as a retrieval cue for the target.