信息整合类别学习的影响因素研究

发布时间：2018-03-15 11:26

本文选题：类别学习　切入点：信息整合　出处：《华东师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：众所周知,类别学习是人类重要的认知功能。当前实证和理论研究的结果表明类别学习中存在多个相互独立的系统,不同的类别学习任务导致不同的系统卷入。近年来研究者开始关注某些类别结构是如何被无意识习得的,即所谓的信息整合类别学习。一般认为信息整合类别学习具有程序性学习的特征,主要依靠基底神经节等与动作技能学习相关的神经结构。在本研究中,我们将通过三个实验来探讨信息整合类别学习的影响因素,其中主要操纵三个变量：反应与反馈之间的延迟时间、反馈类型(信息量)以及指导语类型。在实验一中,我们将研究反馈延迟时间是如何影响到信息整合类别学习的。根据相关的神经生理模型,我们预测数百毫秒的短暂延迟能使得信息整合类别学习达到最优。实验结果发现,相比于即时反馈和250ms的延迟,500ms延迟条件下的学习效果最佳。在实验二中,我们将使用两个类别的材料探讨简单反馈和丰富反馈在信息整合类别学习上的差异。所谓反馈类型,即反馈信息量的多少,在简单反馈条件下,被试仅被告知他们的反应是否正确,而在丰富反馈的条件下,被试则同时被告知反应的正确性和正确的类别标签。结果发现,类别标签的存在(丰富反馈)提高了信息整合类别学习的成绩。在人工语法和序列规则的内隐学习中,研究者发现外显的指导语会降低学习成绩。在实验三中,我们尝试将指导语变量引入到信息整合类别结构的内隐学习中来,其中一半的被试被要求去寻找规则(规则发现指导语),而另一半的被试则被要求去记忆样例(记忆指导语)。结果发现,记忆指导语条件下的成绩要显著高于规则发现指导语。总而言之,这些结果为信息整合类别学习本质上一种内隐的程序性学习提供了新的证据支持。
[Abstract]:As we all know, category learning is an important cognitive function of human beings. The results of current empirical and theoretical studies show that there are many independent systems in category learning. Different types of learning tasks lead to the involvement of different systems. In recent years, researchers have begun to focus on how some types of structures are unconsciously acquired. It is generally believed that information integration learning has the characteristics of procedural learning, which mainly depends on the neural structures related to motor skill learning, such as basal ganglion, etc. In this study, We will explore the influence factors of information integration category learning through three experiments, in which three variables are manipulated: the delay time between response and feedback, the feedback type (information content) and the type of instruction. In experiment 1, we will examine how feedback delay affects information integration category learning. We predict that a short delay of hundreds of milliseconds can make the information integration category learning optimal. The experimental results show that the learning effect is the best compared with the conditions of instant feedback and 500ms delay of 250ms. In experiment 2, we will use two kinds of materials to explore the differences between simple feedback and rich feedback in information integration category learning. The so-called feedback type, that is, the amount of feedback information, under the condition of simple feedback, The subjects were only told whether their responses were correct or not, while under the condition of rich feedback, the subjects were told both the correctness of the responses and the correct category labels. The existence of category labels (rich feedback) improves the performance of information integration category learning. In the implicit learning of artificial grammar and sequence rules, the researchers found that explicit instruction can reduce the learning achievement. In experiment 3, we try to introduce the guide variables into the implicit learning of the information integration category structure. Half of the subjects were asked to look for rules (rule discovery guide), while the other half were asked to memorize the sample (memory guide). The results showed that the result of memory guide was significantly higher than that of rule discovery guide. All in all, these results provide new evidences for an implicit procedural learning in the nature of information integration category learning.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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