【摘要】：操作效應(yīng)的加工機(jī)制是近年來(lái)被人們關(guān)注卻依然存在很多疑問(wèn)的一個(gè)研究領(lǐng)域。在以往的研究中，人們分別從信息的輸入、編碼獨(dú)立性、情景整合等多角度提出了不同的理論假設(shè)，但都不能很好的解釋操作學(xué)習(xí)條件下產(chǎn)生的某些記憶特性。有的理論在關(guān)注動(dòng)作編碼的獨(dú)立性時(shí)忽略了聯(lián)結(jié)的作用，有的則在強(qiáng)調(diào)整合時(shí)完全否定獨(dú)立編碼的可能性。本文結(jié)合以往研究結(jié)論，試圖從聯(lián)結(jié)視角出發(fā)，剖析現(xiàn)有理論所存爭(zhēng)議之處，并進(jìn)一步探討操作效應(yīng)的加工機(jī)制。 本研究包含兩個(gè)實(shí)驗(yàn)，實(shí)驗(yàn)一旨在探討動(dòng)作-語(yǔ)詞聯(lián)結(jié)性對(duì)操作效應(yīng)的影響；實(shí)驗(yàn)二則進(jìn)一步探討造成該影響的原因，即動(dòng)作-語(yǔ)詞聯(lián)結(jié)性如何作用于操作學(xué)習(xí)的加工機(jī)制。 實(shí)驗(yàn)一，采取2學(xué)習(xí)條件(語(yǔ)詞學(xué)習(xí)VT vs.操作學(xué)習(xí)SPT)×2材料類型(動(dòng)作-語(yǔ)詞聯(lián)結(jié)性好vs.聯(lián)結(jié)性差)被試間設(shè)計(jì)。通過(guò)對(duì)比語(yǔ)詞條件和操作條件下學(xué)習(xí)動(dòng)作-語(yǔ)詞聯(lián)結(jié)水平不同的材料時(shí)的記憶表現(xiàn)，，研究該聯(lián)結(jié)水平對(duì)操作效應(yīng)的影響。實(shí)驗(yàn)一結(jié)果表明，在操作學(xué)習(xí)條件下，對(duì)動(dòng)作-語(yǔ)詞聯(lián)結(jié)性好的材料的記憶成績(jī)顯著好于對(duì)動(dòng)作-語(yǔ)詞聯(lián)結(jié)性差的材料的記憶成績(jī)。同時(shí)，在學(xué)習(xí)動(dòng)作-語(yǔ)詞聯(lián)結(jié)性差的材料時(shí)，操作學(xué)習(xí)并不會(huì)帶來(lái)操作效應(yīng)。 實(shí)驗(yàn)二，采取2材料類型(動(dòng)作-語(yǔ)詞聯(lián)結(jié)性好vs.聯(lián)結(jié)性差)×3提取方式(動(dòng)作提取vs.語(yǔ)詞提取vs.動(dòng)作語(yǔ)詞一起提取)混合設(shè)計(jì)。通過(guò)對(duì)比操作學(xué)習(xí)動(dòng)作-語(yǔ)詞聯(lián)結(jié)水平不同的材料，在提取不同信息時(shí)的表現(xiàn)，研究動(dòng)作-語(yǔ)詞聯(lián)結(jié)性如何作用于操作學(xué)習(xí)的加工機(jī)制。實(shí)驗(yàn)二結(jié)果表明，在操作條件下學(xué)習(xí)動(dòng)作-語(yǔ)詞聯(lián)結(jié)性好的材料時(shí)，對(duì)各信息的記憶成績(jī)無(wú)差異；在操作條件下學(xué)習(xí)動(dòng)作-語(yǔ)詞聯(lián)結(jié)性差的材料時(shí)，對(duì)語(yǔ)詞信息的記憶成績(jī)顯著好于對(duì)動(dòng)作和語(yǔ)詞信息同時(shí)記憶的成績(jī)。 研究證實(shí)了本文的理論假設(shè)，即操作學(xué)習(xí)中動(dòng)作-語(yǔ)詞信息之間較好的聯(lián)結(jié)是產(chǎn)生操作效應(yīng)的關(guān)鍵，忽略聯(lián)結(jié)性是導(dǎo)致以往理論存在爭(zhēng)議的主要原因。文章最后從聯(lián)結(jié)視角出發(fā)，提出操作效應(yīng)加工機(jī)制理論假設(shè)：不同記憶系統(tǒng)之間的共同作用是導(dǎo)致操作效應(yīng)產(chǎn)生的原因。
[Abstract]:The processing mechanism of operation effect is a research field which has been paid more attention to in recent years but still has many questions. In previous studies, different theoretical hypotheses have been put forward from the perspectives of information input, coding independence, scenario integration, etc., but none of them can explain some memory characteristics under operational learning conditions. Some theories ignore the role of association while paying attention to the independence of action coding, while others completely negate the possibility of independent coding while emphasizing integration. Based on the previous research conclusions, this paper attempts to analyze the controversy existing in the existing theories from the angle of connection, and to further explore the processing mechanism of the operational effect. The present study consists of two experiments, one is to explore the effect of action-word connectedness on the operational effect, and the other is to explore the causes of this effect, that is, how action-word connectedness affects the processing mechanism of operational learning. Experiment 1, take 2 learning conditions (word learning VT vs.) Operational Learning SPT) 脳 2 material Type (Action-word Connectivity good vs. Poor connectivity) design between the subjects. By comparing the memory performance of learning materials with different levels of active-word association under the conditions of words and operations, the influence of the level of association on the operational effect was studied. The results of experiment 1 show that under the condition of operational learning, the results of memory of the materials with good connectedness of action words are significantly better than those of materials with poor connectedness of action words. At the same time, operational learning does not bring operational effect when learning action-word connectedness. Experiment two, take 2 material types (Action-word Connectivity good vs.) Poor connectedness) 脳 3 extraction (action extraction vs.) Word extraction vs. Action words are extracted together) mixed design. By comparing the materials with different levels of action-word association in operational learning, this paper studies how the connectedness of action-words affects the processing mechanism of operational learning when extracting different information. The results of experiment 2 show that there is no difference in the memory performance of each information when learning the materials with good connectedness of action words and words under the operation condition, and when learning the materials with poor connectedness of action words and words under the operation conditions, The result of memory of word information is better than that of simultaneous memory of action and word information. The research confirms the theoretical hypothesis that the better connection between action and word information in operational learning is the key to the operation effect, and neglecting connectedness is the main reason for the controversy in previous theories. Finally, from the angle of connection, the paper puts forward the hypothesis of operation effect processing mechanism: the common action among different memory systems is the cause of operation effect.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

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本文編號(hào)：2233790