基于DRM范式的视障青少年错误记忆研究

发布时间：2018-04-04 13:20

本文选题：错误记忆　切入点：关键诱饵　出处：《华东师范大学》2017年博士论文

【摘要】：错误记忆指的是人们会回忆或再认那些没有出现过的事件。对错误记忆的研究有助于理解人们的记忆过程。目前,针对错误记忆的研究多集中于视力正常的人群。国外近年来也有针对视障人群的错误记忆研究,其研究对象多为成年人,结果发现在听觉学习情境中,视障成人有更好的真实记忆和更低的错误记忆。然而,对于视障青少年的错误记忆特征尚缺乏研究,其心理机制有待进一步探索。Deese-Roediger-McDermott(DRM)范式是研究错误记忆的一个重要范式。DRM范式分成学习和测验两个阶段,被试在学习阶段识记一些语义关联词语(如:床,疲劳,醒来……),测验阶段回忆或者再认这些单词。研究中发现与这些单词相关的关键诱饵(如:睡觉)尽管没有在学习阶段呈现过,但很容易被错误的回忆或再认。本研究以视障青少年作为研究对象,采用DRM范式,分三个研究共五个实验,通过再认率和信号检测论两类指标来系统的考察视障青少年群体的错误记忆特征,以及其与视力正常青少年的区别。研究一在前人对视障成人错误记忆研究的基础上,考察听觉学习情境中视障青少年是否存在错误记忆。视障和视力正常的青少年在学习阶段依次听到词表单词的语音,测验阶段对听觉材料进行再认。结果发现,视障青少年和视力正常青少年都会产生错误记忆现象,但视障青少年比视力正常青少年的错误记忆更少。研究二考察了视障青少年错误记忆是否受到重复学习-测验和预警的影响,重复学习-测验和预警是常用来探查错误记忆中编码和提取加工过程的两个关键变量,其中包括实验二和实验三,均采用听觉学习方式。实验二中,被试需要对同样的材料经历两遍学习-再认程序。基础效应确认不论是否重复两类被试都存在错误记忆,进一步分析发现视障青少年错误记忆显著低于视力正常青少年,此效应不受重复学习-测验的影响。实验三中在学习前设置预警条件,告知被试再认测验中可能出现与学习词表有语义联系但词表中未出现过的词汇。结果确认预警条件下两类被试身上错误记忆的存在,视障青少年错误记忆也显著低于视力正常青少年,此效应不受预警影响。研究三考察视障青少年错误记忆是否受到不同学习方式的影响,包含实验四和实验五。由于视觉的缺失,视障青少年常用的阅读方式是盲文阅读,本研究主要考察这种常用的学习方式下错误记忆的现象。实验四中,被试采用阅读方式(视障青少年摸读盲文,视力正常青少年阅读屏幕文字)进行词表的学习,对比听觉学习方式,考察阅读和听觉两种不同的学习方式对视障青少年错误记忆的影响。结果同样发现阅读学习方式下两类被试身上存在稳定的错误记忆;视障青少年的错误记忆显著低于视力正常青少年,此效应不受学习方式的影响。实验五中,视障青少年和视力正常青少年被要求同时以听觉和阅读的方式进行学习。在该条件下确认两类被试身上错误记忆存在的基础上,分别以听觉学习或阅读学习为基线条件,考察学习方式多样性对两类被试错误记忆的影响。结果发现,不论是何种基线条件,视障青少年的错误记忆都显著低于视力正常青少年,这一个效应不受学习方式多样性的影响。此外,DRM范式也提供了检验真实记忆的指标。分析发现,所有实验中两类被试都表现出正常的真实记忆现象。预警会显著提高视障青少年真实记忆,对视力正常青少年没有影响。视障青少年在阅读学习条件比听觉学习条件下,真实记忆表现更好,而视力正常青少年则不受影响。当采用多重学习方式,对比单一听觉学习方式时,两类被试真实记忆都有提高;对比单一学习方式时,学习方式多样性提高真实记忆这一效应仅在视力正常青少年身上发现,视障青少年不受影响。综上,视障青少年和视力正常青少年一样存在错误记忆,前者错误记忆水平比后者低,这一效应表现比较稳定,不受重复学习-测验、预警和学习方式变化的影响。视障青少年真实记忆水平受预警条件的影响会有所提高,有摸读学习方式的情况下,该群体展示出较高的真实记忆水平。相对于单一学习方式,多重学习方式会提高视力正常青少年的真实记忆水平。
[Abstract]:False memory refers to the memory or recognition of those people will not appear before the event. The study of false memory helps people understand the process of memory. At present, the research of the false memory has focused on people with normal vision. In recent years abroad, but also for the study of false memory for visually impaired people, the object of study for adults, the results found in the auditory learning environment, memory memory and lower error for visually impaired adults have better. However, the characteristics of false memory in adolescents with visual impairment is a lack of research, its psychological mechanism needs further exploration of.Deese-Roediger-McDermott (DRM) paradigm is an important paradigm.DRM paradigm of false memory research into learning and test two a stage, participants in the learning phase memorizing some semantic Related words (such as: bed, fatigue, wake up.), tests of memory or recognition of these words in the study. Key words now associated with these words (such as sleeping) although not in the learning phase appeared, but it is easy to be false memories or recognition. In this study, the visually impaired youth as the research object, using the DRM paradigm, three of a total of five experiments, the characteristics of false memory recognition and signal detection on two kinds of index system to study the visually impaired youth group, and the difference with normal vision of young people. The study based on the former research on false memory for visually impaired adults, the hearing study situation, whether there is a false memory. The visually impaired young adolescents with normal vision were visually impaired and hearing the voice of words in the vocabulary learning stage. The test phase of the auditory recognition. The results showed that the visually impaired adolescents and normal vision teenagers are phenomenon of false memory, but young people than normal adolescents visually impaired eyesight The false memory less. Study two explored the visually impaired youth false memories are subjected to repeated learning effect test and early warning, repeated study test and early warning is the two key variables commonly used to detect errors in memory encoding and retrieval processes, including experiment two and three, using auditory learning styles. The second experiment two times, the subjects need to study recognition procedures for the same material experience. Confirm whether or not repeat the basic effect of two kinds of subjects are false memory, further analysis found that adolescents with visual impairment was significantly lower than that of normal vision false memories of teenagers, this effect is not affected by repeated study test. The third set early warning conditions before study inform, the recognition and learning vocabulary semantic links but does not appear in the list of words may test. The results confirm the two participants under the warning condition False memory, false memory in adolescents with visual impairment was significantly lower than that of normal vision of teenagers, this effect is not affected by the impact of early warning. If the study three examines the visually impaired adolescent false memory affected by different learning methods, including experiment four and five. Due to the lack of vision, reading methods commonly used is the visually impaired adolescent Braille reading, this study investigation of the phenomenon of false memory of the commonly used methods of learning. The fourth experiment, subjects by way of reading (blind teenagers read Braille, sighted teenagers reading text on the screen) of word list learning, comparison of auditory learning styles, the effect of two kinds of different learning styles on reading and hearing of the visually impaired youth false memory. Results also found that two class reading learning subjects have stable false memory body; visually impaired adolescent false memory was significantly lower than that of vision The normal teenagers, the effect is not affected by the way of learning. The fifth, visually impaired teenagers and adolescents were normal vision requirements at the same time with the auditory and reading modes of learning. The two subjects are confirmed based on the false memory in this condition, respectively with the auditory learning or learning to read for the baseline condition, investigation to study the impact of diversity on two kinds of subjects of false memory. The results showed that regardless of baseline conditions, visually impaired adolescent false memories were significantly lower than the normal vision of a teenager, this effect is not affected by their learning diversity. In addition, DRM also provides a paradigm of real memory. The index test analysis found that all the experiments in the two subjects have shown a real memory normal phenomenon. Early warning will significantly improve the visually impaired youth real memory, has no effect on normal vision of teenagers. Teenagers in visually impaired reading Reading and learning conditions than auditory learning conditions, real memory performance is better, and the visual acuity in normal adolescents are not affected. When using multiple learning methods, compared to the single auditory learning style, two subjects of real memory are improved; compared to the single learning style, learning style diversity to improve the real memory of this effect only in normal vision young adults found that adolescents with visual impairment is not affected. In summary, the visually impaired adolescents and teenagers with normal vision errors in memory, the memory error levels are lower than the latter, this effect is relatively stable, not subject to repeated study test, influence of early warning and learning style. Influence of visually impaired adolescent real memory level by the early warning conditions will be improved, a touch reading learning style case, the group showed higher levels of real memory. Compared with the single learning style, multiple learning. It can improve the true memory level of young people with normal vision.

【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：B842.3

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