本文選題：工作記憶 + 前攝干擾　； 參考：《首都師范大學(xué)》2014年碩士論文

【摘要】：工作記憶是一個(gè)容量有限的,能夠短時(shí)儲(chǔ)存和保持信息,并且對(duì)此信息進(jìn)行加工和執(zhí)行控制的系統(tǒng)。在許多復(fù)雜的認(rèn)知活動(dòng)中,如推理、語(yǔ)言理解、學(xué)習(xí)和心算等,工作記憶都起著非常重要的作用。前攝干擾是影響工作記憶容量的重要因素,并且對(duì)于依靠工作記憶的高級(jí)認(rèn)知功能也具有重要作用。所謂前攝干擾,是指之前學(xué)習(xí)過(guò)的材料對(duì)保持和回憶以后學(xué)習(xí)的材料的干擾作用,并且前后學(xué)習(xí)的內(nèi)容越相似,干擾的程度越大。由于在學(xué)習(xí)過(guò)程中涉及到對(duì)于客觀事物的態(tài)度體驗(yàn)和行為反應(yīng),并且記憶內(nèi)容的情緒性與之后回憶的效果緊密相關(guān),因此,在探討記憶過(guò)程的研究中,情緒也是一個(gè)不可或缺的要素。 本研究選擇41名女本科生作為研究對(duì)象,使用最近探測(cè)刺激任務(wù),以情緒字和非情緒字作為實(shí)驗(yàn)材料,在前人研究的基礎(chǔ)上,探討前攝干擾在視覺(jué)工作記憶中的產(chǎn)生機(jī)制。 本研究由兩個(gè)實(shí)驗(yàn)組成,分別采用非情緒字和情緒字為實(shí)驗(yàn)材料。在非情緒字實(shí)驗(yàn)中,我們采用最近探測(cè)刺激任務(wù),把實(shí)驗(yàn)分成10個(gè)block,每個(gè)block包含8個(gè)trial。每個(gè)trial隨機(jī)選擇頻級(jí)為1(常用字)或者頻級(jí)為5(非常用字)的3個(gè)漢字,探測(cè)刺激與學(xué)習(xí)刺激或者出現(xiàn)的漢字完全相同,或者有1個(gè)漢字變成了不同于學(xué)習(xí)刺激的其他漢字,然后要求被試對(duì)學(xué)習(xí)刺激與探測(cè)刺激是否相同做按鍵反應(yīng)。這個(gè)實(shí)驗(yàn)的目的是：在沒(méi)有情緒誘發(fā)的條件下,驗(yàn)證材料的復(fù)雜程度是否是前攝干擾產(chǎn)生的因素之一;在情緒字實(shí)驗(yàn)中,我們只把刺激材料由非情緒意義的漢字改為具有情緒意義的漢字,然后使用與非情緒字實(shí)驗(yàn)相同的實(shí)驗(yàn)任務(wù)與實(shí)驗(yàn)程序,并要求被試做出反應(yīng)。情緒字實(shí)驗(yàn)的目的是：探討在情緒被誘發(fā)的條件下,是否會(huì)出現(xiàn)前攝干擾。結(jié)果表明：1.使用非情緒字為實(shí)驗(yàn)刺激材料,在刺激呈現(xiàn)時(shí)間相對(duì)短暫的情況下,實(shí)驗(yàn)中沒(méi)有出現(xiàn)前攝干擾效應(yīng),進(jìn)一步說(shuō)明前攝干擾是由于實(shí)驗(yàn)刺激的呈現(xiàn)時(shí)間延長(zhǎng)導(dǎo)致,與實(shí)驗(yàn)材料的復(fù)雜程度關(guān)系不大；2.被試的情緒被誘發(fā)時(shí),即使刺激呈現(xiàn)時(shí)間較短,實(shí)驗(yàn)仍然出現(xiàn)了前攝干擾效應(yīng)。 綜上,本研究的結(jié)論為：刺激呈現(xiàn)的時(shí)間是能否產(chǎn)生前攝干擾的原因之一；在刺激呈現(xiàn)時(shí)間較短的情況下,情緒影響前攝干擾的產(chǎn)生,由此影響視覺(jué)工作記憶的容量。
[Abstract]:Working memory is a system with limited capacity, which can store and maintain information for a short time, and process and control the information. In many complex cognitive activities, such as reasoning, language understanding, learning and mental arithmetic, working memory plays a very important role. Proactive interference is an important factor affecting the capacity of working memory, and it also plays an important role in the advanced cognitive function which depends on working memory. The so-called proactive interference refers to the interference effect of the previously studied materials on the retention and recall of the learning materials, and the more similar the contents of the learning before and after learning, the greater the degree of interference. Since the learning process involves attitude, experience and behavior response to objective things, and the emotional nature of memory content is closely related to the effect of later recall, therefore, in the study of memory process, Emotion is also an indispensable element. In this study, 41 female undergraduates were selected to study the mechanism of proactive interference in visual working memory by using the recent task of detecting stimuli and using emotive and non-emotional words as experimental materials. This study is composed of two experiments, using non-emotional words and emotional words as experimental materials. In the non-emotive word experiment, we used the recent probe stimulus task to divide the experiment into 10 blocks, each containing 8 trials. Each trial randomly selected three Chinese characters with frequency level 1 (regular word) or frequency level 5 (non-common word). The probe stimuli were identical to the learning stimulus or the Chinese characters that appeared, or one Chinese character became different from the learning stimulus. Participants were then asked to keystroke responses to the same learning and detection stimuli. The purpose of the experiment was to verify whether the complexity of the material was one of the factors contributing to proactive interference without emotional inducement; in the emotive word experiment, We only change the stimulative material from non-emotional to emotive, then use the same experimental task and procedure as the non-emotional word experiment, and ask the subjects to react. The purpose of the emotion word experiment is to explore whether there will be proactive interference under the condition of emotion being induced. The result shows that 1: 1. When non-emotional words were used as experimental stimuli, there was no proactive interference in the experiment when the time of the stimulation was relatively short, which further showed that the probiotic interference was caused by the prolongation of the presentation time of the experimental stimulus. It has little to do with the complexity of experimental materials. When the emotion of the subjects was induced, even though the stimulation appeared for a short time, there was a proactive interference effect in the experiment. To sum up, the conclusion of this study is as follows: the time of stimulus presentation is one of the reasons why the proactive interference can be produced; in the case of short time of stimulus presentation, emotion affects the production of proactive interference, which affects the capacity of visual working memory.
【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 吳宇駒;凌文輇;路紅;吳偉炯;;DEELS真實(shí)情緒量表的修訂[J];廣州大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2012年05期

2 吉淑芳;;關(guān)于“前攝抑制和倒攝抑制”的實(shí)驗(yàn)探析[J];新疆廣播電視大學(xué)學(xué)報(bào);2007年02期

3 王益文;林崇德;;工作記憶的認(rèn)知模型與神經(jīng)機(jī)制[J];心理科學(xué);2006年02期

4 陳俊;劉海燕;張積家;;Stroop效應(yīng)研究的新進(jìn)展——理論、范式及影響因素[J];心理科學(xué);2007年02期

5 郭春彥;;工作記憶:一個(gè)備受關(guān)注的研究領(lǐng)域[J];心理科學(xué)進(jìn)展;2007年01期

6 李畢琴;徐展;徐麗;;工作記憶中的詞長(zhǎng)效應(yīng)[J];心理科學(xué)進(jìn)展;2007年05期

7 張藝芬;;漢英植物象征文化的思維方式對(duì)比[J];宜賓學(xué)院學(xué)報(bào);2007年09期

8 鄧猛;從美國(guó)學(xué)習(xí)障礙定義演變的角度探索其理論分析框架[J];中國(guó)特殊教育;2004年04期

9 劉榮;郭春彥;劉聰慧;;前攝干擾對(duì)工作記憶的作用——大腦如何解決前攝干擾?[J];心理科學(xué)進(jìn)展;2013年01期

相關(guān)博士學(xué)位論文 前1條

1 杜英春;工作記憶中的前攝干擾作用研究[D];汕頭大學(xué);2008年

，

本文編號(hào)：1931279