本文選題：類別學習　切入點：信息整合　出處：《華東師范大學》2014年碩士論文　論文類型：學位論文

【摘要】：眾所周知,類別學習是人類重要的認知功能。當前實證和理論研究的結果表明類別學習中存在多個相互獨立的系統(tǒng),不同的類別學習任務導致不同的系統(tǒng)卷入。近年來研究者開始關注某些類別結構是如何被無意識習得的,即所謂的信息整合類別學習。一般認為信息整合類別學習具有程序性學習的特征,主要依靠基底神經節(jié)等與動作技能學習相關的神經結構。在本研究中,我們將通過三個實驗來探討信息整合類別學習的影響因素,其中主要操縱三個變量：反應與反饋之間的延遲時間、反饋類型(信息量)以及指導語類型。 在實驗一中,我們將研究反饋延遲時間是如何影響到信息整合類別學習的。根據相關的神經生理模型,我們預測數(shù)百毫秒的短暫延遲能使得信息整合類別學習達到最優(yōu)。實驗結果發(fā)現(xiàn),相比于即時反饋和250ms的延遲,500ms延遲條件下的學習效果最佳。 在實驗二中,我們將使用兩個類別的材料探討簡單反饋和豐富反饋在信息整合類別學習上的差異。所謂反饋類型,即反饋信息量的多少,在簡單反饋條件下,被試僅被告知他們的反應是否正確,而在豐富反饋的條件下,被試則同時被告知反應的正確性和正確的類別標簽。結果發(fā)現(xiàn),類別標簽的存在(豐富反饋)提高了信息整合類別學習的成績。 在人工語法和序列規(guī)則的內隱學習中,研究者發(fā)現(xiàn)外顯的指導語會降低學習成績。在實驗三中,我們嘗試將指導語變量引入到信息整合類別結構的內隱學習中來,其中一半的被試被要求去尋找規(guī)則(規(guī)則發(fā)現(xiàn)指導語),而另一半的被試則被要求去記憶樣例(記憶指導語)。結果發(fā)現(xiàn),記憶指導語條件下的成績要顯著高于規(guī)則發(fā)現(xiàn)指導語。 總而言之,這些結果為信息整合類別學習本質上一種內隱的程序性學習提供了新的證據支持。
[Abstract]:As we all know, category learning is an important cognitive function of human beings. The results of current empirical and theoretical studies show that there are many independent systems in category learning. Different types of learning tasks lead to the involvement of different systems. In recent years, researchers have begun to focus on how some types of structures are unconsciously acquired. It is generally believed that information integration learning has the characteristics of procedural learning, which mainly depends on the neural structures related to motor skill learning, such as basal ganglion, etc. In this study, We will explore the influence factors of information integration category learning through three experiments, in which three variables are manipulated: the delay time between response and feedback, the feedback type (information content) and the type of instruction. In experiment 1, we will examine how feedback delay affects information integration category learning. We predict that a short delay of hundreds of milliseconds can make the information integration category learning optimal. The experimental results show that the learning effect is the best compared with the conditions of instant feedback and 500ms delay of 250ms. In experiment 2, we will use two kinds of materials to explore the differences between simple feedback and rich feedback in information integration category learning. The so-called feedback type, that is, the amount of feedback information, under the condition of simple feedback, The subjects were only told whether their responses were correct or not, while under the condition of rich feedback, the subjects were told both the correctness of the responses and the correct category labels. The existence of category labels (rich feedback) improves the performance of information integration category learning. In the implicit learning of artificial grammar and sequence rules, the researchers found that explicit instruction can reduce the learning achievement. In experiment 3, we try to introduce the guide variables into the implicit learning of the information integration category structure. Half of the subjects were asked to look for rules (rule discovery guide), while the other half were asked to memorize the sample (memory guide). The results showed that the result of memory guide was significantly higher than that of rule discovery guide. All in all, these results provide new evidences for an implicit procedural learning in the nature of information integration category learning.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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本文編號：1615824