短期記憶課題の集中学習と分散学習の研究 分散効果と干渉理論

野村 幸正

doi:10.4992/jjpsy.45.130

短期記憶課題の集中学習と分散学習の研究

分散効果と干渉理論

野村幸正

著者情報

ジャーナルフリー

1974 年 45 巻 3 号 p. 130-139

DOI https://doi.org/10.4992/jjpsy.45.130

詳細

発行日: 1974/08/10 受付日: 1973/12/13 J-STAGE公開日: 2010/07/16 受理日: - 早期公開日: - 改訂日: -
訂正情報
訂正日: 2010/07/16 訂正理由: - 訂正箇所: 論文抄録訂正内容: Wrong : The principal purpose of the present study was to examine which of the two major theories, the interference theory or the decay theory, could explain the short-term verbal forgetting. A series of four experiments were designed to investigate this problem in relation to the spacing effect-the longer the spacing interval, the better the performance.
In Exp. I and II, Ss were presented items by the continuous paired-associate format (Fig. 1) and in Exp. III, by the Brown-Peterson format (Fig. 4), both formats manipulating the three independent variables-the spacing interval, the retention interval and the presentation rate. Fig. 2 and Fig. 3 depict the main results of Exp. I and Exp. II, respectively. The main effects of the retention interval and the presentaion rate were significant, and only one of the interactions involving the main variables attained significance-the interaction of the spacing interval and the retention interval. Fig. 5 shows the main results in Exp. III. The main effects of those three independent variables were all significant and the interaction of the retention interval and the presentation rate attained significance.
These results might be interpreted as follws: The effects of the spacing interval and the retention interval were determined by the number of intervening items or tasks rather than the length of intervening time. This interpretation might support the interference theory in short-term verbal forgetting and suggest the possibility that the spacing effect arises from the forgetting of the first presentation item by the interference.
Exp. IV was designed to examine this possibility manipulating the first spacing interval and the second spacing interval systematically. Fig. 6 shows the main results of Exp. IV. The main effects of these spacing intervals were significant, but the interaction of these spacing intervals were not significant. If the spacing effect had arisen from the forgetting of the first presentation item, there must have been the interaction of these spacing intervals.
These results appear to be incompatible with the results of Exp. I, II and III which might confirm the interference theory. This inconsistency, however, could be solved by assuming that the function of the spacing interval would be mainly to provide the opportunity for the first encoded cue to forget rather than the stored information to forget by the interference. Finally, the relation between the spacing effect and the boundary strength of the Saltz's theory was discussed.
Right : The principal purpose of the present study was to examine the adequacy of the interference theory in accounting for the so-called spacing effect in short-term memory tasks. A series of the 4 experiments were designed to investigate this problem by using the continuous paired-associate format and the Brown-Peterson format. The results indicated that the determinant of the effects of the spacing interval and the retention interval was the number of intervening items or tasks and this might be interpreted by the interference theory. Further, the relation between the spacing effect and the interference theory may be explained by assuming that the function of the spacing interval was mainly to provide the opportunity for the first encoded cue to forget rather than the stored information to forget by the interference.

抄録

The principal purpose of the present study was to examine the adequacy of the interference theory in accounting for the so-called spacing effect in short-term memory tasks. A series of the 4 experiments were designed to investigate this problem by using the continuous paired-associate format and the Brown-Peterson format. The results indicated that the determinant of the effects of the spacing interval and the retention interval was the number of intervening items or tasks and this might be interpreted by the interference theory. Further, the relation between the spacing effect and the interference theory may be explained by assuming that the function of the spacing interval was mainly to provide the opportunity for the first encoded cue to forget rather than the stored information to forget by the interference.

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