本文選題：規(guī)則學習 + 兒童��； 參考：《西南大學》2014年碩士論文

【摘要】：規(guī)則學習在人類認知中扮演重要角色,可以幫助人們概括一般法則,把握事物本質(zhì)。以往關(guān)于規(guī)則學習的研究主要集中于語句型任務(wù),且多采用注意偏向即習慣化的研究范式考察嬰兒期的規(guī)則學習能力的發(fā)展。盡管不少研究證明了年幼嬰兒甚至動物都能學習規(guī)則,但這些研究中所考察的規(guī)則學習主要集中于語法規(guī)則,即使是非言語刺激,其規(guī)則也十分簡單,主要認知過程是讓幼兒辨別兩種刺激序列(一種有規(guī)則,一種無規(guī)則)問的差異。嬰兒在習慣化(規(guī)則學習)階段可以抽象出刺激的內(nèi)在結(jié)構(gòu),即他們可能發(fā)現(xiàn)每個刺激首音與末音是相同的,這就是嬰兒識別出的模式或者是規(guī)則,這一規(guī)則學習的主要認知過程是模式識別。而在現(xiàn)實環(huán)境中,每天接觸的信息量巨大,要從中獲取規(guī)則不僅僅是靠辨別有無規(guī)則就能獲得的,除了語言規(guī)則之外,在其它學習任務(wù)中也涉及規(guī)則習得的過程,且大多是抽象規(guī)則。不僅需要模式識別,同時也需要運用假設(shè)檢驗和歸納推理法來獲取這些規(guī)則。本研究采用的是改進后的Brixton測試,給被試呈現(xiàn)了一個鐘表形狀的圖片,圖片包含了12個圓圈,其中一個圓圈是藍色的,其余的都是白色。藍色的圓圈會移動,移動的位子可能是根據(jù)某種數(shù)列規(guī)則的,也可能是隨意移動。被試的任務(wù)是判斷藍色圓圈的移動是否是有規(guī)律的。數(shù)列的規(guī)則學習主要包括規(guī)則獲得和外推兩個環(huán)節(jié),前者的實質(zhì)就是規(guī)則歸納過程,它包括假設(shè)生成和假設(shè)確認兩個子過程；后者則涉及到規(guī)則的應(yīng)用。規(guī)則獲取過程包含了規(guī)則搜索和規(guī)則發(fā)現(xiàn)這兩個規(guī)則學習中不可或缺的部分,幼兒能否成功發(fā)現(xiàn)規(guī)則的關(guān)鍵在于此。因此,本研究將繼續(xù)考察參與規(guī)則獲取的大腦區(qū)域,特別是規(guī)則發(fā)現(xiàn)的瞬間激活哪些腦區(qū)。另外,在現(xiàn)實生活中,還有一種與規(guī)則學習聯(lián)系緊密的部分：規(guī)則違背。在一系列規(guī)則呈現(xiàn)之前或之后,變頻地出現(xiàn)不符合這一規(guī)則的刺激,被試能否迅速地識別出?并且,這一認知過程是由哪個腦區(qū)負責也尚不清楚。本研究對個體的規(guī)則學習,特別是規(guī)則獲取能力和這一過程的腦機制做了探究。本研究分為兩個部分：第一部分包括實驗一和實驗二,主要探討處于形式運算階段之前的幼兒是否可以通過歸納概括這一高級認知過程,發(fā)現(xiàn)隱藏于刺激序列后面的抽象規(guī)則,以及這種能力有何年齡發(fā)展特征等問題；第二部分為實驗三,采用功能性磁共振成像(fMRI)技術(shù)來研究規(guī)則學習的各個階段,特別是規(guī)則發(fā)現(xiàn)階段的神經(jīng)機制。 研究一是對幼兒數(shù)列規(guī)則獲取能力進行研究。研究目的：(1)揭示學齡前幼兒規(guī)則學習的年齡特征,重點考察學齡前幼兒規(guī)則發(fā)現(xiàn)能力的年齡特點,以及不同復(fù)雜程度的的規(guī)則發(fā)現(xiàn)成績差異：(2)考察無數(shù)字信息時,兒童獲取數(shù)列規(guī)則的能力。研究結(jié)果：(1)年齡超過4周歲的兒童,能獲取絕大部分(大于80%)的數(shù)列規(guī)則；(2)年齡超過5周歲的兒童,能獲取大部分(大于60%)的數(shù)列規(guī)則；(3)幼兒若成功獲取了某個規(guī)則的樣例,其在規(guī)則搜索階段所嘗試的項目數(shù)是相似的：(4)幼兒在完成無數(shù)字信息的任務(wù)中,計算能力與規(guī)則獲取能力成正相關(guān)。結(jié)論：(1)學前兒童數(shù)列規(guī)則學習能力發(fā)展迅速；(2)數(shù)字信息可能對幼兒的規(guī)則獲取產(chǎn)生了干擾作用。 研究二是考察規(guī)則學習各個階段的神經(jīng)機制。研究目的：(1)考察數(shù)列規(guī)則學習過程的腦激活區(qū)域,著重考察規(guī)則發(fā)現(xiàn)的瞬間腦區(qū)活動情況；(2)考察參與規(guī)則違背的腦區(qū)；(3)探究數(shù)列規(guī)則學習感興趣區(qū)(ROI)。研究結(jié)果：(1)與規(guī)則搜索階段相比,規(guī)則發(fā)現(xiàn)階段激活了多個腦區(qū)。在簡單規(guī)則條件下,包括額內(nèi)側(cè)回(BA10)、左側(cè)額中回(BA11)、右側(cè)額下回(BA47)、左側(cè)海馬旁回(BA35)、右側(cè)緣上回(BA40)、雙側(cè)扣帶回(BA24)、雙側(cè)頂下小葉(BA39))等區(qū)域得到激活：復(fù)雜規(guī)則條件下,激活了如下區(qū)域：額內(nèi)側(cè)回(BA9)、扣帶回(BA24)、右側(cè)緣上回(BA40)、雙側(cè)頂下小葉(BA40)和雙側(cè)顳葉區(qū)域(BA20)；(2)規(guī)則跟隨階段減去規(guī)則違背階段,激活腦區(qū)包括：雙側(cè)額內(nèi)側(cè)回(BA10)、左側(cè)額中回(BA11)、雙側(cè)扣帶回(BA31)還有左側(cè)的楔前葉；復(fù)雜規(guī)則條件下,激活腦區(qū)有：雙側(cè)額內(nèi)側(cè)回(BA10)、左側(cè)額中回(BA11)、左側(cè)扣帶回(BA31)、雙側(cè)海馬旁回(BA28)、雙側(cè)梭狀回(BA37)區(qū)域；(3)規(guī)則違背階段減去規(guī)則跟隨階段,簡單條件下,左側(cè)額上回(BA6),左側(cè)額內(nèi)側(cè)回(BA6),雙側(cè)額中回(8A6,雙側(cè)額下回(BA47)和左側(cè)頂葉部分(BA7)得到激活；復(fù)雜規(guī)則下,激活了右側(cè)頂下小葉(BA40)；(4)在感興趣區(qū)——眶額皮層背部,時間-信號強度在規(guī)則跟隨階段最低；在背外側(cè)前額葉,規(guī)則搜索階段的信號強度最高,規(guī)則跟隨階段強度最低；在顳中回,規(guī)則搜索階段的時間-信號強度最弱；在頂上小葉,時間-信號強度在規(guī)則跟隨階段弱于其他三個階段。結(jié)論：(1)規(guī)則搜索和規(guī)則發(fā)現(xiàn)兩個階段的大腦活動區(qū)域與其他階段是不相同的,背外側(cè)前額葉中部(mid-DLPFC)在規(guī)則搜索階段比規(guī)則發(fā)現(xiàn)階段激活強度更大,而包括左側(cè)腹內(nèi)側(cè)眶額皮層(mOFC),雙側(cè)頂下小葉和右側(cè)顳中回下部的額-頂-顳葉腦區(qū),在規(guī)則發(fā)現(xiàn)階段的激活強度大于規(guī)則搜索階段；(2)而在規(guī)則違背階段繼續(xù)導致眶額皮層背部和頂上小葉地激活。
[Abstract]:Regular learning plays an important role in human cognition , which can help people to generalize the general rule and grasp the essence of the matter .
This study is divided into two parts : the first part includes the experimental one and the experiment two , which mainly discusses whether the child before or after a series of rules is in charge of the stimulation of the rule , whether the test can be quickly identified ? And , this study can summarize the advanced cognitive process by induction , discover the abstract rules behind the stimulation sequence , and the age development characteristics of this ability .
The second part is Experiment 3 . The functional magnetic resonance imaging ( MRI ) technique is used to study the various stages of regular learning , especially the neural mechanism of the rule discovery phase .

The aim of this study is to study the age characteristics of preschool children ' s regular learning .
( 2 ) A majority ( greater than 60 % ) of the series of rules can be obtained for children older than 5 years of age ;
( 3 ) If a child successfully acquired a sample of a certain rule , the number of items attempted in the rule search phase is similar : ( 4 ) The ability of the child to compute the ability to acquire the rule is positively correlated with the rule acquisition ability in the task of completing the non - digital information . Conclusion : ( 1 ) The preschool children ' s regular learning ability develops rapidly ;
( 2 ) Digital information may have an interference effect on children ' s rule acquisition .

Objective : ( 1 ) To investigate the brain activation region of several regular learning processes , and to focus on the temporal brain region activity of the regular learning process .
( 2 ) investigating the brain area involved in the breach of the rules ;
Results : ( 1 ) In comparison with the rule search period , multiple brain regions were activated in the rule discovery phase . Under the simple rule condition , the regions were activated : medial frontal gyrus ( BA10 ) , left frontal gyrus ( BA11 ) , right frontal gyrus ( BA47 ) , left side hippocampal gyrus ( BA35 ) , right margin gyrus ( BA40 ) , bilateral button gyrus ( BA24 ) , bilateral top sublobular ( BA39 )) and other regions . The following areas were activated : frontal medial gyrus ( BA9 ) , button ulate gyrus ( BA24 ) , right margin upper gyrus ( BA40 ) , bilateral superior inferior leaflet ( BA40 ) and bilateral temporal lobe area ( BA20 ) ;
( 2 ) the rule follow - up period minus the rule violation phase , the activation of the brain region includes : bilateral frontal medial gyrus ( BA10 ) , left frontal gyrus ( BA11 ) , bilateral buckle back ( BA31 ) and left wedge anterior leaflet ;
Under complex rule conditions , the brain area was activated : bilateral frontal medial gyrus ( BA10 ) , left frontal gyrus ( BA11 ) , left button gyrus ( BA31 ) , bilateral hippocampal gyrus ( BA28 ) and bilateral fusiform gyrus ( BA37 ) ;
( 3 ) The rule follows the rule - follower stage , the left frontal gyrus ( BA6 ) , the left frontal gyrus ( BA6 ) , the bilateral frontal gyrus ( 8A6 ) , the bilateral frontal gyrus ( BA47 ) and the left parietal part ( BA7 ) are activated under simple conditions .
Under complex rule , the right lower leaflet was activated ( BA40 ) .
( 4 ) The time - signal intensity is the lowest in the region of interest _ orbital frontal cortex ;
In the front frontal lobe , the signal intensity of the rule search phase is the highest , and the rule follow - up phase strength is the lowest ;
In the temporal gyrus , the time - signal intensity of the rule search phase is the weakest ;
Conclusion : ( 1 ) The rules search and rule find that the regions of brain activity in the two stages are different from those in other stages .
( 2 ) In the rule violation phase , it continues to result in the activation of the back and top of the frontal cortex .
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：B842

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