音量大小对学习判断影响的实验研究

发布时间：2018-04-09 09:48

本文选题：音量大小　切入点：学习判断　出处：《浙江师范大学》2014年硕士论文

【摘要】：在学习或记忆过程中,个体会对当前所学知识的掌握程度或其之后的回忆成绩进行预测,即学习判断(Judgment of learning, JOL)。依据学习判断的结果,个体会对所学材料重新分配学习时间、选择加工策略等,可见,学习判断对个体的自我调节学习有至关重要的作用。有关研究表明,学习判断受到多种不同因素的影响,如词对之间的关联性、练习次数或学习时间、呈现顺序、被试情绪状态等。最近,研究者发现,诸如颜色、字体类型或大小等有关学习材料的知觉属性也会影响学习判断。但研究者在实验中只是以单个的词语作为学习材料,考察这些词语的字体大小或音量大小对即时学习判断、测验成绩的影响。受其实验材料和实验范式的限制,研究者对延迟学习判断——学习判断中的另一种重要形式没有进行考察,亦忽略了对学习判断与实际回忆成绩的差距,即学习判断的准确性探讨。因此,立足于先前的研究,本研究以听觉上的知觉信息为切入点,让被试学习不同音量大小的词对来考察该听觉信息对个体学习判断的影响,并进一步探讨其对学习判断产生影响的原因。本研究设计两个实验。实验一为两因素混合设计,立足于前人的研究,探讨音量不同对JOL值、回忆成绩、JOL准确性分别在即时与延迟两种学习判断形式下的影响作用。实验二在实验一的基础上展开,以两种词对的学习时间作为编码流畅性的衡量指标,探讨即时学习判断条件下音量大小对学习判断产生影响的原因。得出如下结论： (1)音量大小会影响个体即时学习判断条件下的JOL值和绝对准确性,大音量词对的JOL值显著高于小音量词对,小音量词对的绝对准确性要好于大音量词对；而延迟学习判断条件下,大音量词对与小音量词对在以上两方面均未出现显著差异。 (2)音量大小在固定步调学习方式下不影响回忆成绩,即无论是即时JOL还是延迟JOL条件下,大音量词对和小音量词对的测验成绩之间差异均不显著。 (3)音量大小会影响自定步调下的个体学习时间,大音量词对的学习时间显著短于小音量词对。而学习时间是编码流畅性的衡量指标,这表明学习判断受音量大小的影响是因为编码流畅性的作用。
[Abstract]:In the process of learning or memory, individuals predict the degree of mastery of what they have learned or their subsequent recall scores, that is, learning judgment of learning, JOLU.According to the result of learning judgment, the individual will redistribute the learning time and choose the processing strategy, etc. It can be seen that learning judgment plays an important role in the self-regulation of individual learning.Studies have shown that learning judgment is influenced by a variety of factors, such as the relevance of word pairs, the number of exercises or learning time, the order of presentation, the emotional state of the subjects, and so on.Recently, researchers have found that perceptual attributes of learning materials, such as color, font type or size, can also affect learning judgment.However, in the experiment, the researchers only used a single word as the learning material to investigate the effect of the font size or volume size of these words on the instant learning judgment and test results.Limited by its experimental materials and experimental paradigms, the researchers did not examine another important form of learning judgment in delayed learning judgment, and neglected the gap between learning judgment and actual recall achievement.That is, the accuracy of learning judgment.Therefore, based on the previous studies, the present study uses auditory perceptual information as a starting point to examine the effects of auditory information on individual learning judgment by learning word pairs of different volume sizes.And further explore the reasons for its influence on learning judgment.This study designed two experiments.Experiment one is a mixed design of two factors, based on previous studies, to explore the effect of different volume on the JOL value, recall scores and JOL accuracy in two forms of learning judgment: immediate and delayed.On the basis of experiment 1, the second experiment takes the learning time of two word pairs as a measure of coding fluency, and discusses the reasons why the volume size affects the learning judgment under the condition of instant learning judgment.The following conclusions are drawn:The JOL value of large volume word pair is significantly higher than that of low volume word pair, and the absolute accuracy of low volume word pair is better than that of large volume word pair.However, under the condition of delayed learning judgment, there is no significant difference between large volume word pair and small volume word pair in the above two aspects.(2) the volume level does not affect the recall scores under the fixed pace learning style, that is, under the condition of instant JOL or delayed JOL, there is no significant difference between the test scores of large volume word pairs and small volume word pairs.3) the volume level will affect the individual learning time at a self-paced rate, and the learning time of a large volume word pair is significantly shorter than that of a small volume word pair.Learning time is a measure of coding fluency, which indicates that learning judgment is influenced by volume level because of the function of coding fluency.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.3

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