動作—語詞聯(lián)結(jié)水平對操作學(xué)習(xí)的影響
發(fā)布時間：2018-09-10 07:31
【摘要】：操作效應(yīng)的加工機制是近年來被人們關(guān)注卻依然存在很多疑問的一個研究領(lǐng)域。在以往的研究中，人們分別從信息的輸入、編碼獨立性、情景整合等多角度提出了不同的理論假設(shè)，但都不能很好的解釋操作學(xué)習(xí)條件下產(chǎn)生的某些記憶特性。有的理論在關(guān)注動作編碼的獨立性時忽略了聯(lián)結(jié)的作用，有的則在強調(diào)整合時完全否定獨立編碼的可能性。本文結(jié)合以往研究結(jié)論，試圖從聯(lián)結(jié)視角出發(fā)，剖析現(xiàn)有理論所存爭議之處，并進一步探討操作效應(yīng)的加工機制。 本研究包含兩個實驗，實驗一旨在探討動作-語詞聯(lián)結(jié)性對操作效應(yīng)的影響；實驗二則進一步探討造成該影響的原因，即動作-語詞聯(lián)結(jié)性如何作用于操作學(xué)習(xí)的加工機制。 實驗一，采取2學(xué)習(xí)條件(語詞學(xué)習(xí)VT vs.操作學(xué)習(xí)SPT)×2材料類型(動作-語詞聯(lián)結(jié)性好vs.聯(lián)結(jié)性差)被試間設(shè)計。通過對比語詞條件和操作條件下學(xué)習(xí)動作-語詞聯(lián)結(jié)水平不同的材料時的記憶表現(xiàn)，，研究該聯(lián)結(jié)水平對操作效應(yīng)的影響。實驗一結(jié)果表明，在操作學(xué)習(xí)條件下，對動作-語詞聯(lián)結(jié)性好的材料的記憶成績顯著好于對動作-語詞聯(lián)結(jié)性差的材料的記憶成績。同時，在學(xué)習(xí)動作-語詞聯(lián)結(jié)性差的材料時，操作學(xué)習(xí)并不會帶來操作效應(yīng)。 實驗二，采取2材料類型(動作-語詞聯(lián)結(jié)性好vs.聯(lián)結(jié)性差)×3提取方式(動作提取vs.語詞提取vs.動作語詞一起提取)混合設(shè)計。通過對比操作學(xué)習(xí)動作-語詞聯(lián)結(jié)水平不同的材料，在提取不同信息時的表現(xiàn)，研究動作-語詞聯(lián)結(jié)性如何作用于操作學(xué)習(xí)的加工機制。實驗二結(jié)果表明，在操作條件下學(xué)習(xí)動作-語詞聯(lián)結(jié)性好的材料時，對各信息的記憶成績無差異；在操作條件下學(xué)習(xí)動作-語詞聯(lián)結(jié)性差的材料時，對語詞信息的記憶成績顯著好于對動作和語詞信息同時記憶的成績。 研究證實了本文的理論假設(shè)，即操作學(xué)習(xí)中動作-語詞信息之間較好的聯(lián)結(jié)是產(chǎn)生操作效應(yīng)的關(guān)鍵，忽略聯(lián)結(jié)性是導(dǎo)致以往理論存在爭議的主要原因。文章最后從聯(lián)結(jié)視角出發(fā)，提出操作效應(yīng)加工機制理論假設(shè)：不同記憶系統(tǒng)之間的共同作用是導(dǎo)致操作效應(yīng)產(chǎn)生的原因。
[Abstract]:The processing mechanism of operation effect is a research field which has been paid more attention to in recent years but still has many questions. In previous studies, different theoretical hypotheses have been put forward from the perspectives of information input, coding independence, scenario integration, etc., but none of them can explain some memory characteristics under operational learning conditions. Some theories ignore the role of association while paying attention to the independence of action coding, while others completely negate the possibility of independent coding while emphasizing integration. Based on the previous research conclusions, this paper attempts to analyze the controversy existing in the existing theories from the angle of connection, and to further explore the processing mechanism of the operational effect. The present study consists of two experiments, one is to explore the effect of action-word connectedness on the operational effect, and the other is to explore the causes of this effect, that is, how action-word connectedness affects the processing mechanism of operational learning. Experiment 1, take 2 learning conditions (word learning VT vs.) Operational Learning SPT) 脳 2 material Type (Action-word Connectivity good vs. Poor connectivity) design between the subjects. By comparing the memory performance of learning materials with different levels of active-word association under the conditions of words and operations, the influence of the level of association on the operational effect was studied. The results of experiment 1 show that under the condition of operational learning, the results of memory of the materials with good connectedness of action words are significantly better than those of materials with poor connectedness of action words. At the same time, operational learning does not bring operational effect when learning action-word connectedness. Experiment two, take 2 material types (Action-word Connectivity good vs.) Poor connectedness) 脳 3 extraction (action extraction vs.) Word extraction vs. Action words are extracted together) mixed design. By comparing the materials with different levels of action-word association in operational learning, this paper studies how the connectedness of action-words affects the processing mechanism of operational learning when extracting different information. The results of experiment 2 show that there is no difference in the memory performance of each information when learning the materials with good connectedness of action words and words under the operation condition, and when learning the materials with poor connectedness of action words and words under the operation conditions, The result of memory of word information is better than that of simultaneous memory of action and word information. The research confirms the theoretical hypothesis that the better connection between action and word information in operational learning is the key to the operation effect, and neglecting connectedness is the main reason for the controversy in previous theories. Finally, from the angle of connection, the paper puts forward the hypothesis of operation effect processing mechanism: the common action among different memory systems is the cause of operation effect.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842
本文編號：2233790
[Abstract]:The processing mechanism of operation effect is a research field which has been paid more attention to in recent years but still has many questions. In previous studies, different theoretical hypotheses have been put forward from the perspectives of information input, coding independence, scenario integration, etc., but none of them can explain some memory characteristics under operational learning conditions. Some theories ignore the role of association while paying attention to the independence of action coding, while others completely negate the possibility of independent coding while emphasizing integration. Based on the previous research conclusions, this paper attempts to analyze the controversy existing in the existing theories from the angle of connection, and to further explore the processing mechanism of the operational effect. The present study consists of two experiments, one is to explore the effect of action-word connectedness on the operational effect, and the other is to explore the causes of this effect, that is, how action-word connectedness affects the processing mechanism of operational learning. Experiment 1, take 2 learning conditions (word learning VT vs.) Operational Learning SPT) 脳 2 material Type (Action-word Connectivity good vs. Poor connectivity) design between the subjects. By comparing the memory performance of learning materials with different levels of active-word association under the conditions of words and operations, the influence of the level of association on the operational effect was studied. The results of experiment 1 show that under the condition of operational learning, the results of memory of the materials with good connectedness of action words are significantly better than those of materials with poor connectedness of action words. At the same time, operational learning does not bring operational effect when learning action-word connectedness. Experiment two, take 2 material types (Action-word Connectivity good vs.) Poor connectedness) 脳 3 extraction (action extraction vs.) Word extraction vs. Action words are extracted together) mixed design. By comparing the materials with different levels of action-word association in operational learning, this paper studies how the connectedness of action-words affects the processing mechanism of operational learning when extracting different information. The results of experiment 2 show that there is no difference in the memory performance of each information when learning the materials with good connectedness of action words and words under the operation condition, and when learning the materials with poor connectedness of action words and words under the operation conditions, The result of memory of word information is better than that of simultaneous memory of action and word information. The research confirms the theoretical hypothesis that the better connection between action and word information in operational learning is the key to the operation effect, and neglecting connectedness is the main reason for the controversy in previous theories. Finally, from the angle of connection, the paper puts forward the hypothesis of operation effect processing mechanism: the common action among different memory systems is the cause of operation effect.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842
【參考文獻】
相關(guān)期刊論文 前2條
1 余曉婷;賀薈中;;國內(nèi)手語研究綜述[J];中國特殊教育;2009年04期
2 李俊宏;丁國盛;;手語和口語理解及產(chǎn)生的腦機制對比[J];心理科學(xué)進展;2013年09期
本文編號：2233790
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