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首页> 外文期刊>The American Journal of Psychology >The One-Trial Learning Controversy and Its Aftermath: Remembering Rock (1957)
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The One-Trial Learning Controversy and Its Aftermath: Remembering Rock (1957)

机译：一审学习的争议及其后果：《记摇滚》（1957）

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In 1957 Irvin Rock published an article in the American Journal of Psychology igniting a controversy that dominated the field of verbal learning for the next 8 years before mostly burning out. Rock published 2 paired-associate learning experiments in which he compared performance of a control group that learned a constant list of pairs to the criterion of one perfect trial with an experimental group in which forgotten pairs on each trial were dropped and replaced on the next trial with new pairs. That is, on each trial for experimental subjects, pairs that were correctly recalled were maintained in the next trial, whereas pairs that were not recalled were dropped and replaced randomly with new pairs from a large pool. Surprisingly, Rock found that the 2 groups took the same number of trials to reach criterion. He concluded that learning occurred not with a gradual, incremental increase in strength of memory traces but rather in an all-or-none fashion. Rock's conclusions rocked the world of verbal learning, because all theories followed a gradualist assumption. However, Estes (1960) published research that led him to the same conclusion shortly thereafter. We recount these developments and discuss how the verbal learning establishment rose up to smite down these new ideas, with particular ferocity directed at Rock. Echoing G. A. Miller (1963), we conclude with a note of sympathy for Rock's and Estes's positions and muse about why their work was so summarily dismissed. The important question they raised—the nature of how associations are learned—remains unanswered.
机译：1957年，欧文·洛克（Irvin Rock）在《美国心理学杂志》上发表了一篇文章，引发了一场争议，该争议在接下来的8年中一直占据着语言学习领域的主导地位，之后大部分时间都枯竭了。洛克（Rock）发表了2对配对学习实验，其中他将一个学习了恒定配对对的对照组的性能与一个完美试验的标准进行了比较，而对照组则删除了每个试验中被遗忘的对，并在下一个试验中进行了替换。与新对。也就是说，在每项针对实验对象的试验中，正确召回的对将在下一次试验中保留，而未被召回的对将被丢弃，并用大池中的新对随机替换。令人惊讶的是，洛克发现这两个小组进行了相同次数的试验以达到标准。他得出结论，学习不是随着记忆痕迹强度的逐渐增加而发生，而是以全有或全无的方式发生。洛克的结论动摇了语言学习的世界，因为所有理论都遵循一个渐进的假设。然而，埃斯蒂斯（1960）发表的研究使他在此后不久得出了相同的结论。我们叙述了这些发展，并讨论了言语学习机构是如何崛起以打击这些新思想的，特别是针对Rock的残酷行为。呼应G. A. Miller（1963），我们以对Rock和Estes的立场表示同情，并为自己的工作为何被如此解雇的缪斯作思。他们提出的重要问题-如何学习关联的性质-仍未得到解答。

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