本文選題：內(nèi)隱學(xué)習(xí) + 知覺組織�。� 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：內(nèi)隱學(xué)習(xí)是學(xué)習(xí)者缺乏外在反饋時(shí),在瞬息萬變的環(huán)境中習(xí)得復(fù)雜信息的過程。研究表明,內(nèi)隱學(xué)習(xí)不僅能在不同的感覺通道間發(fā)生,而且能在感覺通道內(nèi)部發(fā)生。于是研究者們認(rèn)為:只要內(nèi)部規(guī)則保持相同,不同的刺激輸入模式均不會影響內(nèi)隱學(xué)習(xí)的效果。然而,研究也表明,內(nèi)隱學(xué)習(xí)的知識表征并不是完全抽象的,一定程度上仍包含對刺激感知特征的加工編碼。不同刺激輸入模式下的內(nèi)隱學(xué)習(xí)存在差異,而刺激的類型、呈現(xiàn)形式、呈現(xiàn)速度等都屬于刺激輸入模式的變量。研究發(fā)現(xiàn),視聽內(nèi)隱學(xué)習(xí)在不同的刺激呈現(xiàn)形式下存在偏好:當(dāng)繼時(shí)呈現(xiàn)刺激時(shí),聽覺表現(xiàn)出加工優(yōu)勢,當(dāng)同時(shí)呈現(xiàn)刺激時(shí),視覺表現(xiàn)出加工優(yōu)勢。并且刺激的呈現(xiàn)速度也會對視聽內(nèi)隱學(xué)習(xí)產(chǎn)生影響,即聽覺內(nèi)隱學(xué)習(xí)在刺激快速呈現(xiàn)時(shí)更好,當(dāng)刺激慢速呈現(xiàn)時(shí),視覺內(nèi)隱學(xué)習(xí)將得到提高。但是,關(guān)于刺激輸入模式與內(nèi)隱學(xué)習(xí)效果的關(guān)系,研究者們對此并未給出一致答案。并且,前人的研究多集中在考察單模式的刺激輸入對內(nèi)隱學(xué)習(xí)的影響,但現(xiàn)實(shí)的知覺環(huán)境很少局限于一個(gè)模式的刺激。因此,考察多模式刺激輸入下的內(nèi)隱學(xué)習(xí),同時(shí)考察刺激的呈現(xiàn)形式和呈現(xiàn)速度對內(nèi)隱學(xué)習(xí)的影響,既更真實(shí)地反映了隱性知識的獲得過程,又能為內(nèi)隱學(xué)習(xí)的研究提供新證據(jù)。本研究選取137名大學(xué)生為被試,以人工語法為學(xué)習(xí)任務(wù),考察刺激的呈現(xiàn)形式和呈現(xiàn)速度對內(nèi)隱學(xué)習(xí)的影響。結(jié)果發(fā)現(xiàn):(1)快速呈現(xiàn)條件下,聽覺內(nèi)隱學(xué)習(xí)成績顯著好于視覺內(nèi)隱學(xué)習(xí),但視覺通道內(nèi)同時(shí)呈現(xiàn)與繼時(shí)呈現(xiàn)刺激無顯著差異。(2)慢速呈現(xiàn)條件下,視覺同時(shí)呈現(xiàn)時(shí)的內(nèi)隱學(xué)習(xí)成績顯著好于視覺繼時(shí)呈現(xiàn)和聽覺呈現(xiàn),但視覺繼時(shí)呈現(xiàn)和聽覺呈現(xiàn)的學(xué)習(xí)成績無顯著差異。(3)刺激的呈現(xiàn)形式和呈現(xiàn)速度存在顯著的交互作用,共同影響內(nèi)隱學(xué)習(xí)的成績。結(jié)論:視聽內(nèi)隱學(xué)習(xí)在刺激的不同呈現(xiàn)形式下存在顯著差異,并且視聽內(nèi)隱學(xué)習(xí)對刺激呈現(xiàn)形式的偏好隨著呈現(xiàn)速度的改變而變化,刺激的呈現(xiàn)形式和呈現(xiàn)速度共同影響內(nèi)隱學(xué)習(xí)。這說明內(nèi)隱學(xué)習(xí)一定程度上依賴于刺激表面的知覺屬性,支持了內(nèi)隱學(xué)習(xí)的模式特異性理論。
[Abstract]:Implicit learning is a process in which learners acquire complex information in a rapidly changing environment without external feedback. The results show that implicit learning can occur not only in different sensory channels, but also in sensory channels. So the researchers believe that as long as the internal rules remain the same, different stimulus input patterns will not affect the effect of implicit learning. However, the knowledge representation of implicit learning is not completely abstract, but still includes the processing coding of stimuli perception to some extent. There are differences in implicit learning in different stimulus input modes, but the types, presentation forms and presentation speed of stimuli all belong to the variables of stimulus input mode. It is found that audiovisual implicit learning has a preference in different forms of stimulus presentation: when followed by stimulus, hearing shows processing advantage, while vision shows processing advantage when stimulus is presented at the same time. And the speed of presentation of stimulus will also have an impact on audiovisual implicit learning, that is, auditory implicit learning is better when stimulating fast presentation, and visual implicit learning will be improved when stimulation is slow. However, the relationship between stimulus input patterns and implicit learning effects has not been consistently answered. Moreover, previous studies have focused on the effects of single mode stimulus input on implicit learning, but the real perceptual environment is rarely confined to one pattern of stimulus. Therefore, the study of implicit learning under multi-mode stimulus input, as well as the influence of the presentation form and presentation speed of stimulus on implicit learning, not only reflects the acquisition process of tacit knowledge more truthfully. It can also provide new evidence for the study of implicit learning. In this study, 137 college students were selected to study the effects of stimulus presentation and presentation speed on implicit learning using artificial grammar as learning task. The results showed that: (1) under the condition of rapid presentation, the results of auditory implicit learning were significantly better than those of visual implicit learning, but there was no significant difference between the simultaneous presentation of visual channel and that of subsequent presentation. (2) under the condition of slow presentation, the auditory implicit learning performance was significantly better than that of visual implicit learning. The implicit learning performance of visual presentation was significantly better than that of visual postnatal presentation and auditory presentation, but there was no significant difference between visual posteriori presentation and auditory presentation. (3) there was significant interaction between the presentation form and presentation speed of stimulus. The result of implicit learning is influenced by both. Conclusion: audiovisual implicit learning has significant differences in different presentation forms of stimulus, and the preference of audiovisual implicit learning for the presentation of stimuli varies with the change of presentation speed. Both the presentation form and the presentation speed of stimulus affect implicit learning. This indicates that implicit learning depends to some extent on the perceptual properties of stimulus surface, which supports the pattern specificity theory of implicit learning.
【學(xué)位授予單位】：上海師范大學(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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