知覺以及作業脈絡對圖字配對中重複促發效果的影響

THE EFFECTS OF PERCEPTUAL AND TASK CONTEXT ON REPETITION PRIMING

本研究使用圖字比對作業（判斷圖形和文字是不是指同一件物體）來探討圖字配對的項目重複促發效果（item-specific repetition priming）與連結重複促發效果（associative repetition priming）。三個實驗分別操弄知覺鄰近性（在學習與測驗兩個階段裡圖形和文字都同時呈現，學習階段同時呈現但測驗階段序列呈現，學習階段序列呈現但測驗階段同時呈現）以及作業脈絡的相似性（學習階段是圖字比對作業或造句）。學習階段的一次經驗導致顯著的項目重複促發效果，且時間鄰近性並不影響此促發效果。當學習階段以造句作業要求精緻處理時，先前的一次經驗在比對作業裡沒有導致顯著的項目重複促發效果。此結果較支持遷移合宜歷程理論（transfer appropriate process theory）而不支持階層性的成分歷程理論（component process theory）。就新連結而言，本研究的結果顯示內隱作業所展現的記憶並不包含新連結的心理表徵。針對此結果，我們提出有待未來釐清的假設。

Item-specific and associative repetition priming effects were investigated in three experiments where subjects were required to make same/different decisions on picture-word pairs. Two stimuli were presented simultaneously in both the study and test phases in Experiment 1. A significant item-specific repetition priming effect was found whereas a non-significant inhibitory effect was observed in comparing reaction time to recombined and to intact pairs. Results from Experiment 2 showed non-significant item-specific repetition priming in matching sequentially presented pairs after elaborative encoding with a sentence generation task. Temporal contiguity in presenting matched stimuli was manipulated in Experiment 3. The results again showed a significant item-specific repetition priming effect regardless of the changes in temporal contiguity. These results thus support process theory of implicit memory.