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

本研究的目的是比较自我纠正加工（SC）、自我生成加工（SG）和实验者提供加工（EP）对附带记忆的影响。在SC条件下，被试被要求生成目标词或每个句子框架中的词的替换词。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，被试被要求对实验者提供的语境与句子框架的恰当性进行评价，主要结果如下：1. SC比SG和EP更能促进被试的自由回忆。2.伴随记忆的自我修正效应是由奇异性效应和一致性效应的叠加效应引起的; 3.伴随记忆的自我修正效应受以下因素的影响。（1）修正对象当被试被要求对目标产生替代词时，观察到了自我修正的加工效应。然而，当他们被要求生成替换词的句子框架中的一个词，效果并没有观察到。从替换词和目标之间的联系的角度讨论了这种不一致。（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加工效应，因为奇异意象是奇异效应发生的关键。（3）呈现方式与集中呈现方式相比，分散呈现方式更有利于自我修正的效果。（4）小学二年级学生没有发现自我修正的加工效应，而小学六年级学生发现了自我修正的加工效应。这种发展的差异进行了讨论的有效性利用替代词作为检索线索的目标。

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.