中文摘要：

本研究使用ERPs技术,探讨项目间语义可整合性对联结再认影响的神经机制。学习阶段,让被试学习两类材料,一类是可整合程度高的成语图片对,即成语条件；另一类是可整合程度低的非成语图片对,即非成语条件。测验阶段,让被试进行联结再认判断,判断屏幕上呈现的图片对为“旧”、“重组”还是“新”。行为结果发现：成语条件比非成语条件有更好的联结记忆成绩。ERPs 结果发现：测验阶段,在刺激呈现后约200 ms,无论是成语条件还是非成语条件,均出现“新/旧效应”,持续到800 ms,并且成语条件比非成语条件有更广泛的分布；对于成语条件,刺激呈现后400-800 ms出现“旧/重组效应”,而非成语任何时段均没有出现这种“旧/重组效应”；对于“旧”和“重组”两种反应,刺激呈现后约200 ms开始,成语条件引起的ERPs比非成语条件更正；对于“新”反应,两者无显著差异。由此可以推知,提高项目间的语义可整合程度可以促进联结记忆效率,提高了熟悉性和回忆在联结再认中的作用,此外,在联结再认过程中200-400 ms时间段为项目提取阶段,而400-800 ms时间段为项目间关系的提取阶段,改变项目间语义可整合性只会影响对项目间关系的提取。

英文摘要：

According to dual-process theory, recognition memory is supported by two distinct retrieval processes known as familiarity and recollection. Evidence coming from studies using event-related brain potentials （ERPs ） showed that FN400 old/new effect （300-500 ms, anterior） is related to familiarity and parietal old/new effect （400-800 ms, posterior） is related to recollection. Opinions about how familiarity and recollection support item recognition and associative recognition are changed with time. At beginning, it was found that both familiarity and recollection have contribution to item recognition, but associative recognition is mainly supported by recollection. However, results coming from source memory and associative memory indicated that when items, which are shown simultaneously, can be integrated or engage integrated processing, familiarity also affects associative recognition. The current experiment aims to give a further discussion about how familiarity and recollection affect associative recognition by manipulating the semantic integration between items. The present study used study-recognition paradigm. During study phase, subjects were required to learn two kinds of materials with different integration level. One kind of picture-pairs can be linked by four character Chinese idioms, which have high integration level. We called those picture-pairs as idiom condition. The other kind of pictures can’t be linked by four character Chinese idioms, which have low integration level. We called those picture-pairs as non-idiom condition. In idiom condition, subjects were required to report the idioms linked with picture-pairs. In non-idiom condition, subjects were required to report the names of pictures presented on the screen. In both conditions, subjects were required to remember the picture-pairs and the relationship between the pictures composing the picture-pairs. During test phase, subjects were required to judge if picture-pairs were presented in the same pairing as at study, were rearranged