抑制还是干扰？来自提取练习范式的证据
收稿日期: 2022-03-14
网络出版日期: 2023-01-17
基金资助
教育部人文社会科学研究基地重大项目（18JJD190001）
版权
Inhibition or Interference? Evidence from the Retrieval Practice Paradigm
Received date: 2022-03-14
Online published: 2023-01-17
Copyright
为探讨抑制理论和干扰理论对提取诱发遗忘产生的不同解释，当前研究使用经典的提取练习范式，通过两个实验从不同角度对提取诱发遗忘进行了检验。实验1采用2（学习方式：类别学习、正常学习）×3（项目类型：Rp+、Rp−、Nrp）两因素混合设计，通过设置不同学习方式操纵项目的干扰程度，结果显示，相较于正常学习，类别学习条件下提取诱发遗忘效应量增加，即该条件下Rp−受到抑制更大。实验2采用单因素三水平设计（Rp+、Rp−、Nrp），控制样例提取方式以排除线索与项目的联结，结果仍然发现了提取诱发遗忘。两个实验的结果在一定程度上支持了提取诱发遗忘的抑制理论。
杨邵峰 , 张志超 , 冀婷 . 抑制还是干扰？来自提取练习范式的证据[J]. 心理与行为研究, 2022 , 20(6) : 753 -759 . DOI: 10.12139/j.1672-0628.2022.06.006
To explore the controversial issue of inhibition and interference theories for the explanation of retrieval-induced forgetting, the current study used the classical retrieval practice paradigm to investigate the mechanisms of retrieval-induced forgetting from different perspectives through two experiments. Experiment 1 used a 2 (learning style: in-category learning, normal learning)×3 (item type: Rp+, Rp−, Nrp) two-factor mixed design, manipulating the degree of interference of the items by setting different learning styles. The results showed an increase in the amount of retrieval-induced forgetting effect in the category learning condition compared to normal learning. Experiment 2 used a one-factor, three-level design (Rp+, Rp−, Nrp), by using sample extraction to exclude cue-item associations. The results still revealed retrieval-induced forgetting. The findings of both experiments provide some support for the theory of inhibition of retrieval-induced forgetting.
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