目标探测对记忆提取熟悉和回想的影响

doi:10.16187/j.cnki.issn1001-4918.2025.05.01

摘要/Abstract

摘要： 注意促进效应(Attentional Boost Effect, ABE)研究发现,在记忆编码的同时进行目标探测任务,会提高目标条件下的记忆成绩。该现象不同于以往注意资源有限的观点,引发了研究者的关注。之后,研究者将目标探测任务应用于记忆提取阶段,发现目标条件下的判断标准显著低于分心条件。那么目标探测对记忆提取的影响是否与ABE一致？目前尚不清楚。本研究在记忆提取结束后增加“记得/知道/猜测”判断,探讨目标探测对记忆提取熟悉和回想的影响,进一步了解其内在机制。结果发现,对于男性群体,目标探测对记忆提取的反应不仅表现在熟悉上,也表现在回想上;而对于女性群体,仅表现在熟悉上。研究表明目标探测对记忆提取的影响不同于编码阶段ABE。

关键词: 目标探测, 记忆提取, 熟悉, 回想

Abstract: The Attentional Boost Effect (ABE) study found that the stimuli that co-occur with targets are remembered better than those that co-occur with distractors in target detection tasks performed when a target detection task is performed during memory encoding. This phenomenon is different from previous views of limited attention resources, and has attracted the attention of researchers. Subsequently, researchers applied the target detection task to the memory retrieval stage and found that the stimuli that co-occur with targets are recognised as 'old words’ more easily than the stimuli that co-occur with distractors. Therefore, it is still unclear whether the impact of target detection on memory retrieval is consistent with the ABE. This study added “remember/know/guess” judgments after the end of memory retrieval to explore the effect of target detection on familiarity and recollection of memory retrieval, and its underlying mechanism. The results showed that for the male population, the effect of target detection on memory retrieval was not only manifested in familiarity, but also in recollection; while for the female population, the impact of target detection on memory retrieval is only manifested in familiarity. The influence of target detection on memory retrieval is different from ABE in the encoding stage.

Key words: target detection, memory retrieval, familiarity, recollection

中图分类号:

B844

董月晴, 肖芬妮. 目标探测对记忆提取熟悉和回想的影响[J]. 心理发展与教育, 2025, 41(5): 609-615.

DONG Yueqing, XIAO Fenni. Effect of Target Detection on Familiarity and Recollection of Memory Retrieval[J]. Psychological Development and Education, 2025, 41(5): 609-615.

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