【摘要】：在內(nèi)隱學(xué)習(xí)的過往研究中，刺激材料往往是無情緒和語義意義的，如Reber的人工語法，目的在于直接測試被試的學(xué)習(xí)效應(yīng)，但是現(xiàn)實生活中對純粹的無意義材料的學(xué)習(xí)非常少見，大多材料都帶有情緒和語義的意義。目前僅有少數(shù)人對情緒啟動對內(nèi)隱學(xué)習(xí)的影響以及外文詞匯對內(nèi)隱學(xué)習(xí)的影響做了研究，且結(jié)論非常不一致。 本研究試圖探索情緒意義和語義意義對內(nèi)隱學(xué)習(xí)效果的影響。用情緒圖片和成語作為刺激，采用內(nèi)隱學(xué)習(xí)中的序列反應(yīng)時范式，刺激材料用gsrt軟件呈現(xiàn)。實驗一用多張情緒圖片作為刺激按隨機順序測試了它們對序列學(xué)習(xí)的影響，同時規(guī)避了情緒適應(yīng)；實驗二用成語單字作為刺激；實驗三用成語作為刺激，分別考察了當(dāng)刺激為語義刺激時，被試的反應(yīng)時變化情況。實驗四將實驗二和實驗三的結(jié)果進行對比，揭示了不同語義刺激強度對序列學(xué)習(xí)反應(yīng)時的影響差異。 結(jié)果呈現(xiàn)出不同效價情緒圖片對內(nèi)隱學(xué)習(xí)反應(yīng)時平均值影響無顯著差異，對內(nèi)隱學(xué)習(xí)量影響差異顯著，不同效價成語單字內(nèi)隱學(xué)習(xí)反應(yīng)時平均值和內(nèi)隱學(xué)習(xí)量的影響無顯著差異，不同效價成語對內(nèi)隱學(xué)習(xí)平均反應(yīng)時影響無顯著差異，對內(nèi)隱學(xué)習(xí)量影響差異顯著，成語單字與成語對內(nèi)隱序列學(xué)習(xí)平均反應(yīng)時無顯著差異，積極成語單字與積極成語對內(nèi)隱序列學(xué)習(xí)的學(xué)習(xí)量影響差異不顯著，消極成語單字與消極成語對內(nèi)隱序列學(xué)習(xí)學(xué)習(xí)量的影響差異顯著的結(jié)論，證明了在明確意識狀態(tài)下，內(nèi)隱學(xué)習(xí)平均反應(yīng)時不受情緒和語義意義的影響，但內(nèi)隱學(xué)習(xí)量會受情緒和語義意義的影響。
[Abstract]:In previous studies of implicit learning, stimulus materials are often emotional and semantic, such as Reber's artificial grammar, which aims to directly test the learning effects of subjects, but it is rare to learn purely meaningless materials in real life. Most materials have emotional and semantic meanings. At present, only a few people have done research on the influence of emotional priming on implicit learning and the influence of foreign vocabulary on implicit learning, and the conclusions are very inconsistent. This study attempts to explore the effects of emotional meaning and semantic meaning on implicit learning. Emotional pictures and idioms were used as stimuli, sequential response time paradigm was used in implicit learning, and stimulus materials were presented by gsrt software. In the first experiment, several emotional pictures were used as stimuli to test their effects on sequential learning in random order, and the emotional adaptation was avoided at the same time. In the second experiment, idiom words were used as stimuli. In the third experiment, idioms were used as stimuli to investigate the changes of response time when stimuli were semantic stimuli. In experiment 4, the results of experiment 2 and experiment 3 were compared to reveal the different effects of different semantic stimuli on the response time of sequence learning. The results showed that there was no significant difference in the mean value of implicit learning response time between different titers of emotional pictures, but there was a significant difference in implicit learning quantity. There was no significant difference in the average response time of implicit learning and the amount of implicit learning in different titers of idiom, but there was no significant difference in the response time of implicit learning in different titer idioms, but there was a significant difference in implicit learning quantity. There is no significant difference between idiom word and idiom in the average response time of implicit sequence learning, but there is no significant difference between positive idiom word and positive idiom in learning implicit sequence learning. The conclusion that the influence of negative idiom single word and negative idiom on learning quantity of implicit sequence is significant, it is proved that the average response time of implicit learning is not affected by emotion and semantic meaning in the state of clear consciousness. But implicit learning is influenced by emotion and semantic meaning.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842.6

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