Extant research has shown that previously acquired categorical knowledge affects recognition memory, and that differences in category learning strategies impact classification accuracy. However, it is unknown whether different learning strategies also have downstream effects on subsequent recognition memory. The present study investigates the effect of two unidimensional rule-based category learning strategies – learning (a) with or without explicit instruction, and (b) with or without supervision – on subsequent recognition memory. Our findings suggest that acquiring categorical knowledge increased both hits (Experiments 1 and 2) and false-alarms (Experiment 1) for category-congruent items regardless of the particular strategy employed in initially learning these categories. There were, however, small processing speed advantages during recognition memory for both explicit instruction and supervised practice relative to neither (Experiment 2). We discuss these findings in the context of how prior knowledge influences recognition memory, and in relation to similar findings showing schematic effects on episodic memory.

现有研究表明，先前获得的分类知识会影响识别记忆，而分类学习策略的差异会影响分类准确性。然而，尚不清楚不同的学习策略是否也会对后续的识别记忆产生下游影响。本研究调查了两种基于一维规则的类别学习策略——学习（a）有或没有明确指导，以及（b）有或没有监督——对随后的识别记忆的影响。我们的研究结果表明，无论最初学习这些类别时采用的特定策略如何，获取类别知识都会增加类别一致项目的命中（实验 1 和 2）和误报（实验 1）。然而，有 在显式指令和监督练习的识别记忆过程中，相对于两者都没有（实验 2）的小处理速度优势。我们在先验知识如何影响识别记忆的背景下讨论这些发现，以及与显示对情景记忆的示意性影响的类似发现相关。