提取抑制：来自听觉定向遗忘的证据

心理与行为研究 ›› 2009, Vol. 7 ›› Issue (4): 269-273.

提取抑制：来自听觉定向遗忘的证据

沈汪兵¹,刘昌¹,王永娟²

1 南京师范大学教科院暨认知神经科学实验室,南京 210046;
2 安庆师范学院暨安庆第七中学,安庆 246001

收稿日期:2009-06-25 出版日期:2009-12-20 发布日期:2015-01-21
通讯作者: 刘昌,男,南京师范大学教科院教授,博士生导师。Email: cglew@163.com。
作者简介:沈汪兵,男,南京师范大学心理学系暨认知神经科学实验室硕士生。

RETRIEVAL INHIBITION：EVIDENCE FROM DIRECTED FORGETTING IN AUDITORY MODALITY

Shen Wangbing¹,Liu Chang¹,Wang Yongjuan²

1 School of Education Science & Lab of Cognitive Neuroscience, Nanjing Normal University, Nanjing 210097;
2 Anqing Teachers′ College and Anqing 7th Middle School of Anhui Province, Anqing 246001

Received:2009-06-25 Online:2009-12-20 Published:2015-01-21

摘要/Abstract

摘要： 两个实验采用语音材料考察了词表表达方式下听觉通道的定向遗忘效应以及相应的机制。实验一中,采用2（组别）×2（词表）混合实验设计获得了听觉通道的定向遗忘效应,但是较为模糊,部分数据显示可能是额外的被试个体差异导致的;实验二中,采用2（性别）×2（词表）×2（条件）×2（科系）混合实验设计,严格控制了被试个体差异等因素,获得了较清晰的定向遗忘效应,且支持提取抑制理论。

关键词: 定向遗忘, 提取抑制, 听觉通道, 语音刺激

Abstract: Forty-five undergraduate students participated in Experiment 1 and twenty-four in Experiment 2. The two experiments which participants studied items from list-List 1 and List 2 both indicated there are directed forgetting effect, but in Experiment 1, it was fuzzy and tiny; however, it was clear in Experiment 2. When they participated in experiment 1, all subject only test a condition, either F-cue or R-cue, the result of it can be accounted by difference of subjects. Therefore, we conducted experiment 2, and we controlled the difference of subject, all participants both test in F-cue and R-cue, the order effect was counterbalance. It also acquired acoustical directed forgetting effect. Finally, the results showed that directed forgetting effect also existed in auditory materials and it supported retrieval inhibition theory.

Key words: directed forgetting, retrieval inhibition, acoustical modality, auditory materials

中图分类号:

B842.3

沈汪兵,刘昌,王永娟. 提取抑制：来自听觉定向遗忘的证据[J]. 心理与行为研究, 2009, 7(4): 269-273.

Shen Wangbing,Liu Chang,Wang Yongjuan. RETRIEVAL INHIBITION：EVIDENCE FROM DIRECTED FORGETTING IN AUDITORY MODALITY[J]. Studies of Psychology and Behavior, 2009, 7(4): 269-273.

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