Системы памяти, процессы и забывание
GRE Subject Test · GRE Psychology Тема 17 4:06 Английское озвучивание · Английский + китайские субтитры (встроенные)
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Sensory stores briefly retain modality-specific input.
感觉记忆短暂保留特定模态的输入。
Working memory maintains and processes a limited amount; chunking changes the effective units.
工作记忆维持并处理有限数量的信息，组块化会改变有效单元。
Long-term explicit memory includes episodic events and semantic knowledge; implicit effects include skills and priming.
长时外显记忆包括情景事件和语义知识；内隐效应包括技能和启动。
Forgetting may involve interference or retrieval failure, so a failed free-recall test cannot uniquely identify decay.
遗忘可能涉及干扰或提取失败，因此自由回忆测试失败无法唯一确定衰退。
The familiar seven-plus-or-minus-two span is a historical estimate under particular tasks, not a universal working-memory capacity.
熟悉的七加二减二的跨度是特定任务下的历史估计值，并非普遍的工作记忆容量。
The modal model orders stores by duration.
模态模型按持续时间对记忆存储进行排序。
Sensory memory holds a brief, nearly complete trace, iconic for vision and echoic for hearing, and a mask within two hundred to three hundred milliseconds destroys it.
感觉记忆保留短暂且近乎完整的痕迹，视觉对应图像记忆，听觉对应声像记忆，而在二百至三百毫秒内施加掩蔽会将其破坏。
Short-term or working memory holds a few chunks for seconds.
短时或工作记忆能保持数个组块数秒。
Miller's classic estimate is seven plus or minus two chunks, and rehearsal keeps material active.
米勒的经典估计是七加减二组块，复述可使材料保持活跃。
Long-term memory is durable and effectively unlimited.
长时记忆持久且容量几乎无限。
Working memory is more than a short store.
工作记忆不仅仅是短时存储。
Baddeley's model has a central executive with a phonological loop for speech-like material and a visuospatial sketchpad for images.
巴德利模型包含一个中央执行系统、一个用于处理类言语材料的语音回路，以及一个用于处理图像的视空间画板。
Chunking recodes items into familiar units, expanding effective capacity without expanding the store.
组块化将项目重新编码为熟悉单元，在不扩大存储容量的前提下扩展了有效容量。
Long-term memory divides by content and awareness.
长时记忆按内容和意识分为不同类型。
Episodic memory is personal events; semantic memory is facts and knowledge; procedural memory is skills.
情景记忆是个人经历；语义记忆是事实和知识；程序性记忆是技能。
Implicit memory shows in performance without deliberate recall (priming, skills); explicit memory is deliberate recall or recognition.
内隐记忆表现为无需刻意回忆的表现，例如启动效应或技能运用；外显记忆则是刻意的回忆或再认。
A person can show priming for material they cannot consciously recollect.
一个人可能对无法有意识回忆的材料表现出启动效应。
Forgetting has identifiable mechanisms.
遗忘具有可识别的机制。
Proactive interference is old learning disrupting new; retroactive interference is new learning disrupting old.
前摄干扰是旧学习对新学习的干扰；倒摄干扰是新学习对旧学习的干扰。
Retrieval failure follows encoding specificity: cues matching the encoding context restore recall.
提取失败遵循编码特异性原则：与编码情境匹配的线索可以恢复回忆。
The serial position curve (primacy and recency) separates long-term from immediate-store contributions.
序列位置曲线涉及首因效应和近因效应，区分了长时记忆与即时存储的贡献。
Old account passwords make a new password harder to recall.
旧账户密码会使新密码更难回忆。
Later the new password disrupts recall of the old one.
随后，新密码会干扰对旧密码的回忆。
Name each direction.
请命名每个方向。
Old interfering with new is proactive interference; new interfering with old is retroactive interference.
旧信息干扰新信息是前摄抑制；新信息干扰旧信息是倒摄抑制。
Name the target and the interfering material before applying the label.
在应用标签之前，请先明确目标信息和干扰信息。
The case does not show that either memory has been erased.
本案例并未表明任一记忆已被抹除。
Attention moves information into working memory, encoding into long-term memory; retrieval is never guaranteed.
注意把信息送入工作记忆，编码把它送入长时记忆；提取并不总能成功。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
A person improves at a motor task but cannot recall the training session.
某人在一项运动任务上有所进步，却无法回忆起训练过程。
What distinction fits, and why is one case not proof of a fully isolated system?
哪种区分适用？ 为什么单个案例不能作为完全独立系统的证据？
Pause before the model.
请先暂停，完成这道原创练习再继续。
Preserved skill learning with poor episodic recall is consistent with distinguishing procedural/implicit from explicit episodic memory.
技能学习保留但情景回忆较差，这与区分程序性、内隐记忆和显性情景记忆是一致的。
Establish the tasks and repeated pattern before inferring a dissociation.
在推断分离之前，需先确立任务和重复模式。
Other task demands and measurement differences can contribute; one anecdote cannot locate a single brain system or prove complete independence.
其他任务要求和测量差异也可能产生影响。 单个案例无法定位单一脑系统，也无法证明完全独立。
Treating working memory as a single box, or calling every memory failure decay; interference and cue-dependent retrieval failure account for most exam cases.
将工作记忆视为一个单一模块，或将所有记忆失败都归因于衰退。 干扰和线索依赖的提取失败解释了大多数考试案例。
State the source and the limits.
请说明来源及其局限性。
A newly learned list disrupts recall of an older list.
新学习的列表会干扰对旧列表的回忆。
Name the interference direction and a comparison that tests it.
请指出这种干扰的方向，并说明用于检验它的对比实验是什么。
Pause and write a justified answer.
请先暂停，完成这道原创练习再继续。