本文選題：背景線索效應(yīng) + 內(nèi)隱記憶��； 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：在日常生活中,我們時時刻刻都要面對著大量豐富的空間信息,一方面我們進(jìn)行著有意識外顯地學(xué)習(xí)、記憶;另一方面我們大腦里存在一種無意義的記憶形式參與和影響著我們的學(xué)習(xí)、記憶加工。Chun和Jiang(1998)將目標(biāo)物體與特定的整體背景同時多次呈現(xiàn)給被試時,發(fā)現(xiàn)被試會形成內(nèi)隱記憶從而加速自己的搜索行為,即背景線索效應(yīng)。我們很多時候需要組織空間信息、表征空間方位、給予物體具體定位。常會用到空間參照框架去表征空間方位�？臻g參照框架分為自我中心參照和環(huán)境中心參照。自我中心參照是以觀察者本身為參照物,基于自身與物體之間的相對關(guān)系來表征空間中的物體方位。環(huán)境中心參照是以地球經(jīng)緯線為參照物,基于環(huán)境與物體之間的相對關(guān)系來表征空間中的物體方位。個體在進(jìn)行環(huán)境中心參照表征過程中,利用的環(huán)境信息分為兩種:(1)環(huán)境特征信息;(2)物體間的信息,如物體間朝向一致性。在個體學(xué)習(xí)空間環(huán)境信息時,是以自我中心參照表征還是以環(huán)境中心參照表征,目前還存有爭論。本研究設(shè)計4項實驗來探討這一問題。實驗1探究個體在學(xué)習(xí)空間信息時,能否內(nèi)隱地采用環(huán)境中心參照表征。實驗中采用背景線索效應(yīng)范式,通過旋轉(zhuǎn)屏幕這一操作來分離環(huán)境中心參照和自我中心參照框架。以15名大學(xué)生為被試,以字母L和T組成的搜索場景為實驗材料。實驗設(shè)計是2(場景:重復(fù),新異)X7(時間階段:1-7)兩因素被試內(nèi)設(shè)計。自變量為實驗場景和時間階段,因變量為被試的搜索反應(yīng)時間。結(jié)果發(fā)現(xiàn):學(xué)習(xí)階段,被試表現(xiàn)出了背景線索效應(yīng)。測試階段,背景線索效應(yīng)得到了保持。表明個體能夠內(nèi)隱地采用環(huán)境中心參照表征空間信息。實驗2探究個體在學(xué)習(xí)空間信息時,是否內(nèi)隱地利用了環(huán)境信息-屏幕邊框進(jìn)行空間表征。實驗采用背景線索效應(yīng)范式,在測試階段,使用黑色圓環(huán)遮擋可提供環(huán)境特征信息的屏幕邊框。以15名大學(xué)生為被試,實驗材料和實驗設(shè)計與實驗1相同。結(jié)果發(fā)現(xiàn):學(xué)習(xí)階段,被試表現(xiàn)出了背景線索效應(yīng)。測試階段,背景線索效應(yīng)得到了保持。表明個體沒有內(nèi)隱地利用環(huán)境特征-屏幕邊框進(jìn)行空間表征。實驗3探究個體在學(xué)習(xí)空間信息時,是否內(nèi)隱地利用了環(huán)境信息-物體間的統(tǒng)一朝向進(jìn)行空間表征。實驗中采用背景線索效應(yīng)范式,操縱了場景中干擾字母L的朝向,使它們分別隨機(jī)旋轉(zhuǎn)45°、90°、135°、180°、225°、270°。同時在測試階段繼續(xù)用黑色圓環(huán)對屏幕進(jìn)行遮擋。以16名大學(xué)生為被試。結(jié)果發(fā)現(xiàn):學(xué)習(xí)階段,被試表現(xiàn)出了背景線索效應(yīng)。測試階段,背景線索效應(yīng)消失。表明個體利用了統(tǒng)一的物體朝向進(jìn)行空間表征。實驗4探究個體在學(xué)習(xí)空間信息時,是否具備內(nèi)隱地利用環(huán)境信息-屏幕邊框進(jìn)行空間表征的能力。實驗中采用背景線索效應(yīng)范式,操縱了場景中干擾字母L的朝向,僅僅保留場景與屏幕邊框的聯(lián)系。以16名大學(xué)生為被試。結(jié)果發(fā)現(xiàn):學(xué)習(xí)階段,被試表現(xiàn)出了背景線索效應(yīng)。測試階段,背景線索效應(yīng)消失。表明個體并不具備利用屏幕邊框信息進(jìn)行表征的能力。在本研究條件下,得到以下結(jié)論:1.背景線索效應(yīng)學(xué)習(xí)并不只是基于快照式的自我中心參照表征的,也可以利用環(huán)境中心參照進(jìn)行表征。2.在學(xué)習(xí)空間信息過程中,被試可以內(nèi)隱地利用環(huán)境信息作為參照。3.在旋轉(zhuǎn)屏幕條件下,被試沒有且并不能利用物體與屏幕邊框的相對關(guān)系來進(jìn)行空間表征。4.在旋轉(zhuǎn)屏幕條件下,被試能夠內(nèi)隱地借助物體間統(tǒng)一朝向性來表征空間信息。
[Abstract]:In daily life, we always have to face a large number of spatial information, on the one hand we are conscious explicit learning and memory; on the other hand our brain has a meaningless memory in the form of participation and affects our learning, memory and processing of.Chun and Jiang (1998) target the object with a specific background and has presented to the subjects, the subjects will form implicit memory to accelerate the search of their own behavior, namely the contextual cueing effect. Most of the time we need to organize the spatial information, the spatial characterization, given the object specific location. Often used to characterize the spatial reference frame spatial space. According to the framework of reference for egocentric and environment centered reference. The egocentric reference is to observe itself as a reference, to characterize the spatial objects in the relative relationship between the self and the object based on Azimuth. Environmental center reference is based on the earth's latitude and longitude lines as the reference to the object oriented representation of space in the relative relationship between the environment and objects. Based on the individual in the environmental center according to the characterization process, the use of environmental information is divided into two types: (1) the environment information; (2) between the object information. Such as object orientation consistency between individual learning environment. In the spatial information, is the egocentric representation or central reference to environmental characterization, is still controversial. This study designed 4 experiments to explore this issue. In Experiment 1 on the individual learning space information, whether the implicit environmental center reference characterization the contextual cueing effect paradigm. In the experiment, to separate the environment through the center of rotation of the screen the operation center reference and self reference frame. In 15 college students as the subjects, with the letters L and T search scene as experimental material The material. The experimental design is 2 (scene: repeat, novel) X7 (time: 1-7) two factors within subjects design. The independent variables are the scene and the time stage, the dependent variable is the search response time were tested. The results showed that the learning phase, participants showed contextual cueing effect. The test stage. Contextual cueing effect has been maintained. That individual can use the Implicit Environmental Center reference representation of spatial information. The experimental inquiry in 2 individual learning space information, whether the implicit use of environmental information - screen frame space. The experimental characterization of contextual cueing effect paradigm in the testing stage, shielding screen frame can provide environmental characteristics the use of the information of black rings. In 15 college students as the subjects, experimental materials and design and Experiment 1. The results showed that the learning phase, participants showed contextual cueing effect. The testing stage, background effect To keep that individual. No implicit use of environmental features - screen frame space characterization. Experiment 3 on the individual in the study of spatial information, whether the implicit use of unified information environment - between the objects toward space characterization. Using contextual cueing effect paradigm in the experiment, manipulating the scene toward the letter L interference that makes them randomly rotate 45 degrees, 90 degrees, 135 degrees, 180 degrees, 225 degrees, 270 degrees. At the same time in the test stage to screen covered with a black circle. With 16 college students as subjects. The results showed that the learning phase, participants showed contextual cueing effect. The testing stage, disappearance of contextual cueing effect indicates that the individual use of the uniform. The object toward the space characterization. In Experiment 4, explore the individual in the study of spatial information, whether they have the ability to use the Implicit Environmental Information - screen frame space characterization. In the experiments Contextual cueing effect paradigm, manipulation of the scene disturbance toward the letter L, only the scene with the screen border. With 16 college students as subjects. The results showed that the learning phase, participants showed contextual cueing effect. The testing stage, disappearance of contextual cueing effect indicates that the individual does not have the ability. Characterized by frame the information of the screen. In this condition, we get the following conclusions: 1. the effect of learning is not only the background clues snapshot self center based on the characterization of the reference, can also use the environmental center reference for characterization of.2. spatial information in the learning process, the subjects can implicitly use environmental information as a reference to.3. in the condition of rotating screen next, there is no and cannot use the relation between the object and the screen frame of the spatial representation of.4. in a rotating screen condition, subjects can implicitly use unity between objects Toward to represent spatial information.

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

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