依照Mackay et al.（2004）提出的結合理論，情緒性的刺激會引發生理反應，進而聯結來源訊息，所以對情緒刺激事件的項目記憶與來源記憶較為深刻。本研究使用語詞類型（正向vs.中性vs.負向）、來源訊息情境（顏色vs.位置vs.顏色&位置）與學習狀態（意圖學習vs.意外學習）為操弄變項，檢驗受試者對項目再認記憶以及對來源訊息再認記憶的表現差異。
研究結果發現：（一）受試者對負向語詞的項目記憶顯著優於對正向語詞與對中性語詞的項目記憶。（二）受試者對負向語詞的來源記憶也顯著優於對正向語詞與對中性語詞的來源記憶。（三）受試者對單一線索（顏色、位置）與雙重線索（顏色&位置）來源訊息的再認表現無顯著差異。（四）受試者在意圖學習狀態（同時記語詞及來源訊息）與在意外學習狀態（只記語詞）下的來源記憶再認表現也未達顯著差異。
由實驗結果可知，負向語詞與正向語詞雖同屬情緒刺激，但語詞的價性不同，再認記憶的表現也有所差異，顯示「負向」價性才是影響記憶的主要因素，結合理論的論點未得到完全的支持。而來源訊息情境與學習狀態的差異對來源訊息再認記憶表現未有顯著效果的可能原因，則有待後續研究進一步探究與釐清。

According to the binding theory proposed by Mackay et al. (2004), emotional stimuli arises physical responses and further binds source information. This study employed terms’ types (positive vs. neutral vs. negative), source information context (color vs. position vs. color-position), and learning situation (intended learning vs. non-intended learning) as manipulated variables to examine subjects’ item recognition performance and source information recognition performance.
The experiment showed four findings. First, subjects had better item recognition memory on negative terms than on neutral terms and on positive terms. Second, subjects had better source recognition memory on negative terms than on neutral terms and on positive terms. Third, no different source recognition performance was found between single-clue source information (color vs. position) and dual-clue source information (color & position). Fourth, no different source recognition performance was found between in intended learning situation (remembering terms and source information simultaneously) and in non-intended learning situation (remembering terms only).
The results of this study revealed that the recognition performances on negative terms are significantly different from those on positive terms, although negative terms and positive terms both belong to emotional stimuli. Thus, negative valence seems to be the main factor affecting memory. These findings did not support the binding theory completely. It is suggested to explore more on the possible effects of source information contexts and of learning situations.

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