权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

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

自我纠正活动对记忆影响的研究

基本信息

批准号：
14510140
负责人：
TOYOTA Hiroshi
金额：
$ 1.15万
依托单位：
Nara University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2005
项目状态：
已结题

项目摘要

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.

本研究的目的是比较自我纠正的阐述（SC）与自我生成的阐述（SG）和实验者提供的阐述（EP）对偶然记忆的影响。在 SC 条件下，受试者被要求生成目标词或每个句子框架中的单词的替换词。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，要求他们对实验者提供的上下文与句子框架的适当性进行评分。主要结果如下：1.SC比SG或EP有更好的自由回忆。 SC相对于SG或EP的这种优越性被称为“自我修正阐述效应”。2.自我修正阐述效应对附带记忆的影响是由怪异效应和一致性效应的相加效应引起的。3.自我修正阐述的有效性由以下因素决定。(1)修正对象当受试者被要求生成目标词的替换词时，观察自我修正阐述效应。然而，当他们被要求生成句子框架中的单词的替换词时，没有观察到效果。从替换词和目标之间的联系角度讨论了这种不一致。(2)图像当句子框架引起非奇异图像时，没有观察到自校正阐述效果，因为奇异图像对于奇异效应的发生至关重要。(3)呈现类型与集中呈现相比，分布式呈现更有利于自校正阐述的有效性。(4)年龄二年级学生没有观察到自我修正阐述效应，而六年级学生则观察到了这种效应。我们从利用替换词作为目标检索线索的有效性方面讨论了这种发展差异。