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

本研究的目的是比较自我纠错阐述（SC）与自我生成阐述（SG）和实验者提供阐述（EP）对附带记忆的影响。SC条件下，被试被要求生成目标词的替代词或每个句子框架中的词。在SG条件下，他们被要求生成适合每个句子框架的精确单词。在EP条件下，他们被要求评价实验者提供的语境对句子框架的适当性。主要结果如下：1。与SG或EP相比，SC的自由回忆效果更好。这种SC相对于SG或EP的优越性被称为“自纠精化效应”。偶然记忆的自我纠错细化效应是由奇异性效应和一致性效应的叠加效应引起的。自我修正阐述的有效性由以下因素决定。(1)纠错对象当被试被要求为目标生成替代词时，观察到自我纠错的阐述效应。然而，当他们被要求为句子框架中的一个词生成替代词时，没有观察到这种效果。从替换词与目标词之间的联系方面讨论了这种不一致。(2)形象当句子框架引起非怪诞形象时，没有观察到自我纠正的阐述效应，因为怪诞形象对怪诞效应的发生至关重要。(3)陈述类型与大规模陈述相比，分布式陈述促进了自我纠正阐述的有效性。(4)年龄：二年级学生不存在自我纠错阐述效应，六年级学生存在自我纠错阐述效应。这种发展差异在利用替代词作为目标检索线索的有效性方面进行了讨论。

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.