Abstract Reminding occurs when a stimulus being studied elicits a spontaneous retrieval of a previously-studied stimulus, an event that is more likely to occur when the two stimuli are related in some way. One consequence of reminding is enhanced recall for a word when followed by a related word later in the study list (i.e., the reminding effect; Tullis, Benjamin, & Ross, 2014). However, it is difficult to precisely localize this enhancement to reminding that occurs during study. The present research uses a “think-aloud” protocol and uses measures of overt rehearsal as a direct index of reminding during encoding, with the goal of relating these measures to the more distant consequences of reminding at test. In two experiments, participants were presented pairs of related and unrelated words that were separated by various lags and instructed to rehearse out loud anything that came to mind during study. The study phase was followed by a recognition test in Experiment 1 and a cued recall test in Experiment 2. In both experiments, prior related words were more likely to be spontaneously rehearsed during the interval following a related word. In Experiment 2, this pattern of rehearsals was shown to be predictive of later memory, strongly implying a link between the action of reminding at study and memory enhancement at test. Overt rehearsal partially mediated the benefit to memory engendered by semantic associations across items, indicating that reminding is an important route by which semantics exert an effect on episodic memory.

中文翻译：

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学习中检索的作用：从公开排练中提醒的证据

摘要 当正在研究的刺激引起对先前研究的刺激的自发提取时，就会发生提醒，当两个刺激以某种方式相关时，这种事件更有可能发生。提醒的一个结果是在研究列表中后面紧跟着相关单词时增强了对单词的回忆（即提醒效应；Tullis、Benjamin 和 Ross，2014 年）。但是，很难将这种增强功能精确定位到学习期间发生的提醒。本研究使用“大声思考”协议，并使用公开排练的措施作为编码期间提醒的直接指标，目的是将这些措施与测试时提醒的更远后果联系起来。在两个实验中，参与者被展示了成对的相关和不相关的单词，这些单词被各种滞后隔开，并被指示大声排练在学习期间想到的任何东西。研究阶段之后是实验 1 中的识别测试和实验 2 中的提示回忆测试。在这两个实验中，之前的相关词更有可能在相关词之后的间隔期间自发地排练。在实验 2 中，这种排练模式被证明可以预测后来的记忆，强烈暗示学习时的提醒行为和测试时的记忆力增强之间存在联系。公开排练部分调节了跨项目语义关联对记忆的益处，表明提醒是语义对情景记忆产生影响的重要途径。