【摘要】：為考察兩種不同實(shí)驗(yàn)任務(wù)的生存記憶優(yōu)勢效應(yīng)及延遲保持效果，實(shí)驗(yàn)1以漢語雙字詞為實(shí)驗(yàn)材料，選取120名在校大二學(xué)生為被試，采用二因素被試間隨機(jī)分組實(shí)驗(yàn)設(shè)計(jì)，被試分別在兩種的不同生存情境下評價(jià)漢語詞匯的相關(guān)性。然后，既考察了2分鐘后自由回憶測驗(yàn)成績的正確率是否出現(xiàn)生存記憶優(yōu)勢效應(yīng)，也考察了半個(gè)小時(shí)后的自由回憶成績。實(shí)驗(yàn)結(jié)果顯示，2分鐘后自由回憶測驗(yàn)成績的正確率存在生存記憶優(yōu)勢效應(yīng)，延遲半小時(shí)后自由回憶測驗(yàn)成績的正確率也出現(xiàn)了生存記憶優(yōu)勢效應(yīng)，這表明生存記憶優(yōu)勢效應(yīng)具有一定的延遲保持效果。實(shí)驗(yàn)2采用被試內(nèi)設(shè)計(jì)再次考察了評價(jià)漢語詞匯的生存記憶優(yōu)勢效應(yīng)及延遲保持效果，實(shí)驗(yàn)結(jié)果顯示，，同實(shí)驗(yàn)1的結(jié)果一樣，2分鐘后和半小時(shí)后的自由回憶測驗(yàn)成績都出現(xiàn)了生存記憶優(yōu)勢效應(yīng)。進(jìn)一步驗(yàn)證了生存記憶優(yōu)勢效應(yīng)及延遲保持效果。實(shí)驗(yàn)3為了考察學(xué)習(xí)外語生詞是否也會(huì)出現(xiàn)生存記憶優(yōu)勢效應(yīng)及延遲保持效果，采用二因素被試間隨機(jī)分組實(shí)驗(yàn)設(shè)計(jì)，以拉丁文生詞與漢語詞匯的詞對兒為實(shí)驗(yàn)材料，進(jìn)行兩種詞匯的偶聯(lián)想學(xué)習(xí)，選取120名非外語專業(yè)的在校大二學(xué)生進(jìn)行實(shí)驗(yàn)，實(shí)驗(yàn)結(jié)果表明，2分鐘后的對偶聯(lián)想測驗(yàn)成績的正確率出現(xiàn)了生存記憶優(yōu)勢效應(yīng)；但半小時(shí)后的測驗(yàn)成績表明，生存記憶優(yōu)勢效應(yīng)的延遲保持效果不明顯。實(shí)驗(yàn)4采用被試內(nèi)實(shí)驗(yàn)設(shè)計(jì)，再次考察了拉丁文生詞與漢語詞對兒對偶聯(lián)想學(xué)習(xí)的生存記憶優(yōu)勢效應(yīng)以及延遲保持效果。實(shí)驗(yàn)結(jié)果顯示，同實(shí)驗(yàn)3的結(jié)果一樣，2分鐘后對偶聯(lián)想回憶測驗(yàn)成績的正確率出現(xiàn)生存記憶優(yōu)勢效應(yīng)；但半小時(shí)后的對偶聯(lián)想回憶測驗(yàn)成績表明，生存記憶優(yōu)勢效應(yīng)的延遲保持效果不明顯。
[Abstract]:In order to investigate the survival and memory dominance effect and delay retention effect of two different experimental tasks, experiment 1 was conducted with Chinese double-character words as experimental materials, 120 sophomores in school as subjects, and two-factor subjects as random grouping experiment design. The subjects evaluated the correlation of Chinese vocabulary in two different living situations. Then, we not only examined whether the accuracy of the free recall test showed the dominant effect of survival memory after 2 minutes, but also examined the free recall performance of half an hour later. The results showed that there was survival memory dominance effect on the accuracy of free recall test after 2 minutes and survival memory superiority effect after half an hour delay. This indicates that the dominant effect of survival memory has a certain delayed retention effect. In experiment 2, the dominant effect of survival memory and the effect of delay retention in evaluating Chinese vocabulary were re-examined by using the design of subjects. The results showed that the results were the same as those in experiment 1. Two minutes later and half an hour later, the results of the free memory test showed the dominant effect of survival and memory. The dominant effect of survival memory and the effect of delayed retention were further verified. In experiment 3, in order to investigate whether learning foreign language new words also has survival memory superiority effect and delayed retention effect, two-factor random grouping experiment design was adopted, and the word pairs of Latin words and Chinese words were used as experimental materials. A total of 120 sophomores majoring in non-foreign languages were selected to carry out the experiment. The results showed that the correct rate of the dual association test after 2 minutes had a dominant effect on survival memory. However, half an hour later, the results showed that the delayed retention effect of survival memory dominance effect was not obvious. In experiment 4, the dominant effect of survival and memory and the effect of delayed retention in dual associative learning of Latin and Chinese words were studied again by using the design of the experiment within the test. The results showed that, as in experiment 3, 2 minutes later, the correct rate of dual associative recall test showed the dominant effect of survival memory. However, half an hour later, the results of dual associative recall test showed that the delayed retention effect of survival memory dominance effect was not obvious.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B842

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