共享方式对参照性交流学习过程和选择性注意的影响

发布时间：2018-03-11 11:32

本文选题：参照性交流　切入点：共享方式　出处：《心理学探新》2017年04期 　论文类型：期刊论文

【摘要】：以288名大学生为被试,采用参照性交流范式,创设三种共享方式,通过学习任务和选择性注意任务,比较探查共享方式对参照性交流学习过程和选择性注意的影响。结果显示:(1)学习阶段6~10中,共享语言、共享语言+对象+表情两种条件间的正确率均无显著差异,但均显著高于共享语言+对象方式;(2)共享语言+对象+表情条件下被试揭开的维度数量极其显著高于共享语言+对象条件,共享语言条件极其显著高于其余条件。结果表明:各共享条件间的学习差异出现于参照性交流学习后半期,共享语言+对象方式的学习效果显著更差;共享语言条件下被试选择性注意水平显著更高,而共享语言+对象+表情条件极其显著高于共享语言+对象条件。
[Abstract]:With 288 college students as subjects, using the paradigm of referential communication, three kinds of sharing methods were created, through learning tasks and selective attention tasks. The results showed that there was no significant difference in the correct rate of shared language and the expression of shared language between the two conditions in the study stage 6: 10, the results showed that there was no significant difference between the two conditions in the learning process of referential communication and selective attention, and the results showed that there was no significant difference between the two conditions. However, the number of dimensions revealed in the shared language object expression condition was significantly higher than that in the shared language object condition, which was significantly higher than that in the shared language object condition. The results show that the learning differences between the shared conditions appear in the second half of referential communication learning, and the learning effect of the shared language object mode is much worse; The level of selective attention was significantly higher in the shared language group, while the expression condition of the shared language object was significantly higher than that of the shared language object condition.
【作者单位】：天津商业大学法学院心理学系;
【基金】：教育部人文社会科学研究青年基金项目(16YJC190029)
【分类号】：B842.1

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