心理发展与教育 ›› 2026, Vol. 42 ›› Issue (2): 285-294.doi: 10.16187/j.cnki.issn1001-4918.2026.02.14
• 理论探讨与进展 • 上一篇
刘湍丽1, 许杨1, 白学军2
LIU Tuanli1, XU Yang1, BAI Xuejun2
摘要: 以已学的部分内容作为提取线索,会如何影响对剩余(目标)内容的回忆?研究者最初主要关注部分线索的损害作用,但随着研究的进展,研究者发现部分线索对记忆的影响存在多样性。其理论假说也经历了从单一机制到多机制的整合演变:部分线索通过竞争、抑制或策略破坏损害记忆提取,而通过编码情境再激活促进回忆。通过对上述理论进行回顾与对比分析,提出未来研究需进一步明确编码情境被破坏的不同方式间的交互影响,厘清部分线索干扰与促进效应的边界条件,解读多种影响因素如何通过级联效应进而影响部分线索的作用,同时还需关注社会交互情境中的部分线索如何影响他人的记忆。
中图分类号:
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