本文選題：錯誤記憶　切入點(diǎn)：關(guān)鍵誘餌　出處：《華東師范大學(xué)》2017年博士論文

【摘要】：錯誤記憶指的是人們會回憶或再認(rèn)那些沒有出現(xiàn)過的事件。對錯誤記憶的研究有助于理解人們的記憶過程。目前,針對錯誤記憶的研究多集中于視力正常的人群。國外近年來也有針對視障人群的錯誤記憶研究,其研究對象多為成年人,結(jié)果發(fā)現(xiàn)在聽覺學(xué)習(xí)情境中,視障成人有更好的真實(shí)記憶和更低的錯誤記憶。然而,對于視障青少年的錯誤記憶特征尚缺乏研究,其心理機(jī)制有待進(jìn)一步探索。Deese-Roediger-McDermott(DRM)范式是研究錯誤記憶的一個重要范式。DRM范式分成學(xué)習(xí)和測驗(yàn)兩個階段,被試在學(xué)習(xí)階段識記一些語義關(guān)聯(lián)詞語(如:床,疲勞,醒來……),測驗(yàn)階段回憶或者再認(rèn)這些單詞。研究中發(fā)現(xiàn)與這些單詞相關(guān)的關(guān)鍵誘餌(如:睡覺)盡管沒有在學(xué)習(xí)階段呈現(xiàn)過,但很容易被錯誤的回憶或再認(rèn)。本研究以視障青少年作為研究對象,采用DRM范式,分三個研究共五個實(shí)驗(yàn),通過再認(rèn)率和信號檢測論兩類指標(biāo)來系統(tǒng)的考察視障青少年群體的錯誤記憶特征,以及其與視力正常青少年的區(qū)別。研究一在前人對視障成人錯誤記憶研究的基礎(chǔ)上,考察聽覺學(xué)習(xí)情境中視障青少年是否存在錯誤記憶。視障和視力正常的青少年在學(xué)習(xí)階段依次聽到詞表單詞的語音,測驗(yàn)階段對聽覺材料進(jìn)行再認(rèn)。結(jié)果發(fā)現(xiàn),視障青少年和視力正常青少年都會產(chǎn)生錯誤記憶現(xiàn)象,但視障青少年比視力正常青少年的錯誤記憶更少。研究二考察了視障青少年錯誤記憶是否受到重復(fù)學(xué)習(xí)-測驗(yàn)和預(yù)警的影響,重復(fù)學(xué)習(xí)-測驗(yàn)和預(yù)警是常用來探查錯誤記憶中編碼和提取加工過程的兩個關(guān)鍵變量,其中包括實(shí)驗(yàn)二和實(shí)驗(yàn)三,均采用聽覺學(xué)習(xí)方式。實(shí)驗(yàn)二中,被試需要對同樣的材料經(jīng)歷兩遍學(xué)習(xí)-再認(rèn)程序。基礎(chǔ)效應(yīng)確認(rèn)不論是否重復(fù)兩類被試都存在錯誤記憶,進(jìn)一步分析發(fā)現(xiàn)視障青少年錯誤記憶顯著低于視力正常青少年,此效應(yīng)不受重復(fù)學(xué)習(xí)-測驗(yàn)的影響。實(shí)驗(yàn)三中在學(xué)習(xí)前設(shè)置預(yù)警條件,告知被試再認(rèn)測驗(yàn)中可能出現(xiàn)與學(xué)習(xí)詞表有語義聯(lián)系但詞表中未出現(xiàn)過的詞匯。結(jié)果確認(rèn)預(yù)警條件下兩類被試身上錯誤記憶的存在,視障青少年錯誤記憶也顯著低于視力正常青少年,此效應(yīng)不受預(yù)警影響。研究三考察視障青少年錯誤記憶是否受到不同學(xué)習(xí)方式的影響,包含實(shí)驗(yàn)四和實(shí)驗(yàn)五。由于視覺的缺失,視障青少年常用的閱讀方式是盲文閱讀,本研究主要考察這種常用的學(xué)習(xí)方式下錯誤記憶的現(xiàn)象。實(shí)驗(yàn)四中,被試采用閱讀方式(視障青少年摸讀盲文,視力正常青少年閱讀屏幕文字)進(jìn)行詞表的學(xué)習(xí),對比聽覺學(xué)習(xí)方式,考察閱讀和聽覺兩種不同的學(xué)習(xí)方式對視障青少年錯誤記憶的影響。結(jié)果同樣發(fā)現(xiàn)閱讀學(xué)習(xí)方式下兩類被試身上存在穩(wěn)定的錯誤記憶;視障青少年的錯誤記憶顯著低于視力正常青少年,此效應(yīng)不受學(xué)習(xí)方式的影響。實(shí)驗(yàn)五中,視障青少年和視力正常青少年被要求同時以聽覺和閱讀的方式進(jìn)行學(xué)習(xí)。在該條件下確認(rèn)兩類被試身上錯誤記憶存在的基礎(chǔ)上,分別以聽覺學(xué)習(xí)或閱讀學(xué)習(xí)為基線條件,考察學(xué)習(xí)方式多樣性對兩類被試錯誤記憶的影響。結(jié)果發(fā)現(xiàn),不論是何種基線條件,視障青少年的錯誤記憶都顯著低于視力正常青少年,這一個效應(yīng)不受學(xué)習(xí)方式多樣性的影響。此外,DRM范式也提供了檢驗(yàn)真實(shí)記憶的指標(biāo)。分析發(fā)現(xiàn),所有實(shí)驗(yàn)中兩類被試都表現(xiàn)出正常的真實(shí)記憶現(xiàn)象。預(yù)警會顯著提高視障青少年真實(shí)記憶,對視力正常青少年沒有影響。視障青少年在閱讀學(xué)習(xí)條件比聽覺學(xué)習(xí)條件下,真實(shí)記憶表現(xiàn)更好,而視力正常青少年則不受影響。當(dāng)采用多重學(xué)習(xí)方式,對比單一聽覺學(xué)習(xí)方式時,兩類被試真實(shí)記憶都有提高;對比單一學(xué)習(xí)方式時,學(xué)習(xí)方式多樣性提高真實(shí)記憶這一效應(yīng)僅在視力正常青少年身上發(fā)現(xiàn),視障青少年不受影響。綜上,視障青少年和視力正常青少年一樣存在錯誤記憶,前者錯誤記憶水平比后者低,這一效應(yīng)表現(xiàn)比較穩(wěn)定,不受重復(fù)學(xué)習(xí)-測驗(yàn)、預(yù)警和學(xué)習(xí)方式變化的影響。視障青少年真實(shí)記憶水平受預(yù)警條件的影響會有所提高,有摸讀學(xué)習(xí)方式的情況下,該群體展示出較高的真實(shí)記憶水平。相對于單一學(xué)習(xí)方式,多重學(xué)習(xí)方式會提高視力正常青少年的真實(shí)記憶水平。
[Abstract]:False memory refers to the memory or recognition of those people will not appear before the event. The study of false memory helps people understand the process of memory. At present, the research of the false memory has focused on people with normal vision. In recent years abroad, but also for the study of false memory for visually impaired people, the object of study for adults, the results found in the auditory learning environment, memory memory and lower error for visually impaired adults have better. However, the characteristics of false memory in adolescents with visual impairment is a lack of research, its psychological mechanism needs further exploration of.Deese-Roediger-McDermott (DRM) paradigm is an important paradigm.DRM paradigm of false memory research into learning and test two a stage, participants in the learning phase memorizing some semantic Related words (such as: bed, fatigue, wake up.), tests of memory or recognition of these words in the study. Key words now associated with these words (such as sleeping) although not in the learning phase appeared, but it is easy to be false memories or recognition. In this study, the visually impaired youth as the research object, using the DRM paradigm, three of a total of five experiments, the characteristics of false memory recognition and signal detection on two kinds of index system to study the visually impaired youth group, and the difference with normal vision of young people. The study based on the former research on false memory for visually impaired adults, the hearing study situation, whether there is a false memory. The visually impaired young adolescents with normal vision were visually impaired and hearing the voice of words in the vocabulary learning stage. The test phase of the auditory recognition. The results showed that the visually impaired adolescents and normal vision teenagers are phenomenon of false memory, but young people than normal adolescents visually impaired eyesight The false memory less. Study two explored the visually impaired youth false memories are subjected to repeated learning effect test and early warning, repeated study test and early warning is the two key variables commonly used to detect errors in memory encoding and retrieval processes, including experiment two and three, using auditory learning styles. The second experiment two times, the subjects need to study recognition procedures for the same material experience. Confirm whether or not repeat the basic effect of two kinds of subjects are false memory, further analysis found that adolescents with visual impairment was significantly lower than that of normal vision false memories of teenagers, this effect is not affected by repeated study test. The third set early warning conditions before study inform, the recognition and learning vocabulary semantic links but does not appear in the list of words may test. The results confirm the two participants under the warning condition False memory, false memory in adolescents with visual impairment was significantly lower than that of normal vision of teenagers, this effect is not affected by the impact of early warning. If the study three examines the visually impaired adolescent false memory affected by different learning methods, including experiment four and five. Due to the lack of vision, reading methods commonly used is the visually impaired adolescent Braille reading, this study investigation of the phenomenon of false memory of the commonly used methods of learning. The fourth experiment, subjects by way of reading (blind teenagers read Braille, sighted teenagers reading text on the screen) of word list learning, comparison of auditory learning styles, the effect of two kinds of different learning styles on reading and hearing of the visually impaired youth false memory. Results also found that two class reading learning subjects have stable false memory body; visually impaired adolescent false memory was significantly lower than that of vision The normal teenagers, the effect is not affected by the way of learning. The fifth, visually impaired teenagers and adolescents were normal vision requirements at the same time with the auditory and reading modes of learning. The two subjects are confirmed based on the false memory in this condition, respectively with the auditory learning or learning to read for the baseline condition, investigation to study the impact of diversity on two kinds of subjects of false memory. The results showed that regardless of baseline conditions, visually impaired adolescent false memories were significantly lower than the normal vision of a teenager, this effect is not affected by their learning diversity. In addition, DRM also provides a paradigm of real memory. The index test analysis found that all the experiments in the two subjects have shown a real memory normal phenomenon. Early warning will significantly improve the visually impaired youth real memory, has no effect on normal vision of teenagers. Teenagers in visually impaired reading Reading and learning conditions than auditory learning conditions, real memory performance is better, and the visual acuity in normal adolescents are not affected. When using multiple learning methods, compared to the single auditory learning style, two subjects of real memory are improved; compared to the single learning style, learning style diversity to improve the real memory of this effect only in normal vision young adults found that adolescents with visual impairment is not affected. In summary, the visually impaired adolescents and teenagers with normal vision errors in memory, the memory error levels are lower than the latter, this effect is relatively stable, not subject to repeated study test, influence of early warning and learning style. Influence of visually impaired adolescent real memory level by the early warning conditions will be improved, a touch reading learning style case, the group showed higher levels of real memory. Compared with the single learning style, multiple learning. It can improve the true memory level of young people with normal vision.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：B842.3

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