中国科学院心理健康重点实验室知识库

提取诱发遗忘(retrieval-induced forgetting,RIF)的提取特定性研究主要局限于单一情境,忽视了提取与重学交叉混合练习对RIF的影响.本研究采用提取练习范式变式,实验 1 通过单一与混合两种方式操作练习情境,旨在验证RIF的动态效应;实验 2 通过联合混合练习与再学两种操作,旨在借助RIF加速再学现象探讨混合情境中RIF的形成机制.结果显示:(1)仅提取练习在单一情境中可以产生RIF,RIF存在提取特定性;(2)重学练习在混合情境中可以产生RIF,重学练习表现出RIF动态效应;(3)再学可消除RIF,混合情境中产生了RIF加速再学现象.结果表明,重学练习在由单一情境转变为混合情境时会产生稳定的RIF动态效应,且这种RIF是由抑制机制引起的.

Retrieval specificity studies of retrieval-induced forgetting (RIF) have largely been limited to pure conditions, neglecting the effects of mixed practice of retrieval and restudy crossover on RIF. In this study, the adapted retrieval practice paradigm was used. Experiment 1 was designed to verify the dynamic effects of RIF by manipulating the practice condition in both pure and mixed ways. Experiment 2 was designed to explore the mechanism of RIF in mixed practice condition by means of the phenomenon of accelerated relearning after RIF through the operation of the combined mixed practice and relearning two manipulations. The results showed that: 1) only retrieval practice exhibited RIF in pure condition, and there was retrieval specificity in RIF; 2) restudy practice could exhibit RIF in mixed condition, and restudy practice showed RIF dynamic effects; 3) relearning could eliminate RIF, and the phenomenon of accelerated relearning after RIF was exhibited in mixed condition. The results indicate that restudy practice exhibits stable dynamic effects of RIF when switching from the pure condition to mixed condition, and that RIF is caused by inhibitory mechanism.

基金项目:全国教育利一学规划国家一般课题((BBA210037)