Three experiments in human predictive learning assessed the modulating role of instructions on context-switch effects on performance after different levels of training. Cue X (a food name) was paired with an outcome (gastric malaise) in Context A (a specific restaurant), whereas another cue, Y, was presented in the absence of outcome in Context B. The series manipulated the testing context (same or different from the acquisition context), the length of training (short vs. long), and the instructions participants received before testing (attentional or neutral). Attentional instructions intended to either focusing participants' attention on the context (Experiments 1 and 2) or to take attention away from the context (Experiment 3). In agreement with the predictions of the attentional theory of context processing, instructions that focused participants' attention on the context made retrieval of information after long training context specific, something that did not occur in the absence of attentional instructions. Conversely, instructions that took participants' attention away from the context (by focusing their attention on the cue) attenuated context-switch effects that otherwise appear after short training. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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在对人类预测性学习进行短期和长期培训后，注意指令会调节差异性的上下文切换效果。

在人类预测性学习中的三个实验评估了不同水平的培训后，指令对情境切换对表现的影响的调节作用。提示X（食物名称）在上下文A（特定餐厅）中与结果（胃不适）配对，而在上下文B中没有结果的情况下，另一个提示Y出现。该系列操作了测试上下文（相同或与获取环境不同），培训时间（简短或长期）以及参与者在测试前收到的说明（注意或中立）。注意说明旨在将参与者的注意力集中在上下文上（实验1和2），或者将注意力转移到上下文之外（实验3）。与情境处理注意理论的预测一致，在长期的特定于上下文的培训之后，使参与者的注意力集中在上下文上的指令使信息检索成为可能，而在没有注意指令的情况下，这是不会发生的。相反，使参与者的注意力从上下文移开（通过将注意力集中在提示上）的指令减弱了上下文切换效果，否则这种效果会在短暂的训练后出现。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。