空间信息的内隐学习：自我参照还是环境参照？

发布时间：2018-04-13 11:12

本文选题：背景线索效应 + 内隐记忆　；参考：《天津师范大学》2017年硕士论文

【摘要】：在日常生活中,我们时时刻刻都要面对着大量丰富的空间信息,一方面我们进行着有意识外显地学习、记忆;另一方面我们大脑里存在一种无意义的记忆形式参与和影响着我们的学习、记忆加工。Chun和Jiang(1998)将目标物体与特定的整体背景同时多次呈现给被试时,发现被试会形成内隐记忆从而加速自己的搜索行为,即背景线索效应。我们很多时候需要组织空间信息、表征空间方位、给予物体具体定位。常会用到空间参照框架去表征空间方位。空间参照框架分为自我中心参照和环境中心参照。自我中心参照是以观察者本身为参照物,基于自身与物体之间的相对关系来表征空间中的物体方位。环境中心参照是以地球经纬线为参照物,基于环境与物体之间的相对关系来表征空间中的物体方位。个体在进行环境中心参照表征过程中,利用的环境信息分为两种:(1)环境特征信息;(2)物体间的信息,如物体间朝向一致性。在个体学习空间环境信息时,是以自我中心参照表征还是以环境中心参照表征,目前还存有争论。本研究设计4项实验来探讨这一问题。实验1探究个体在学习空间信息时,能否内隐地采用环境中心参照表征。实验中采用背景线索效应范式,通过旋转屏幕这一操作来分离环境中心参照和自我中心参照框架。以15名大学生为被试,以字母L和T组成的搜索场景为实验材料。实验设计是2(场景:重复,新异)X7(时间阶段:1-7)两因素被试内设计。自变量为实验场景和时间阶段,因变量为被试的搜索反应时间。结果发现:学习阶段,被试表现出了背景线索效应。测试阶段,背景线索效应得到了保持。表明个体能够内隐地采用环境中心参照表征空间信息。实验2探究个体在学习空间信息时,是否内隐地利用了环境信息-屏幕边框进行空间表征。实验采用背景线索效应范式,在测试阶段,使用黑色圆环遮挡可提供环境特征信息的屏幕边框。以15名大学生为被试,实验材料和实验设计与实验1相同。结果发现:学习阶段,被试表现出了背景线索效应。测试阶段,背景线索效应得到了保持。表明个体没有内隐地利用环境特征-屏幕边框进行空间表征。实验3探究个体在学习空间信息时,是否内隐地利用了环境信息-物体间的统一朝向进行空间表征。实验中采用背景线索效应范式,操纵了场景中干扰字母L的朝向,使它们分别随机旋转45°、90°、135°、180°、225°、270°。同时在测试阶段继续用黑色圆环对屏幕进行遮挡。以16名大学生为被试。结果发现:学习阶段,被试表现出了背景线索效应。测试阶段,背景线索效应消失。表明个体利用了统一的物体朝向进行空间表征。实验4探究个体在学习空间信息时,是否具备内隐地利用环境信息-屏幕边框进行空间表征的能力。实验中采用背景线索效应范式,操纵了场景中干扰字母L的朝向,仅仅保留场景与屏幕边框的联系。以16名大学生为被试。结果发现:学习阶段,被试表现出了背景线索效应。测试阶段,背景线索效应消失。表明个体并不具备利用屏幕边框信息进行表征的能力。在本研究条件下,得到以下结论:1.背景线索效应学习并不只是基于快照式的自我中心参照表征的,也可以利用环境中心参照进行表征。2.在学习空间信息过程中,被试可以内隐地利用环境信息作为参照。3.在旋转屏幕条件下,被试没有且并不能利用物体与屏幕边框的相对关系来进行空间表征。4.在旋转屏幕条件下,被试能够内隐地借助物体间统一朝向性来表征空间信息。
[Abstract]:In daily life, we always have to face a large number of spatial information, on the one hand we are conscious explicit learning and memory; on the other hand our brain has a meaningless memory in the form of participation and affects our learning, memory and processing of.Chun and Jiang (1998) target the object with a specific background and has presented to the subjects, the subjects will form implicit memory to accelerate the search of their own behavior, namely the contextual cueing effect. Most of the time we need to organize the spatial information, the spatial characterization, given the object specific location. Often used to characterize the spatial reference frame spatial space. According to the framework of reference for egocentric and environment centered reference. The egocentric reference is to observe itself as a reference, to characterize the spatial objects in the relative relationship between the self and the object based on Azimuth. Environmental center reference is based on the earth's latitude and longitude lines as the reference to the object oriented representation of space in the relative relationship between the environment and objects. Based on the individual in the environmental center according to the characterization process, the use of environmental information is divided into two types: (1) the environment information; (2) between the object information. Such as object orientation consistency between individual learning environment. In the spatial information, is the egocentric representation or central reference to environmental characterization, is still controversial. This study designed 4 experiments to explore this issue. In Experiment 1 on the individual learning space information, whether the implicit environmental center reference characterization the contextual cueing effect paradigm. In the experiment, to separate the environment through the center of rotation of the screen the operation center reference and self reference frame. In 15 college students as the subjects, with the letters L and T search scene as experimental material The material. The experimental design is 2 (scene: repeat, novel) X7 (time: 1-7) two factors within subjects design. The independent variables are the scene and the time stage, the dependent variable is the search response time were tested. The results showed that the learning phase, participants showed contextual cueing effect. The test stage. Contextual cueing effect has been maintained. That individual can use the Implicit Environmental Center reference representation of spatial information. The experimental inquiry in 2 individual learning space information, whether the implicit use of environmental information - screen frame space. The experimental characterization of contextual cueing effect paradigm in the testing stage, shielding screen frame can provide environmental characteristics the use of the information of black rings. In 15 college students as the subjects, experimental materials and design and Experiment 1. The results showed that the learning phase, participants showed contextual cueing effect. The testing stage, background effect To keep that individual. No implicit use of environmental features - screen frame space characterization. Experiment 3 on the individual in the study of spatial information, whether the implicit use of unified information environment - between the objects toward space characterization. Using contextual cueing effect paradigm in the experiment, manipulating the scene toward the letter L interference that makes them randomly rotate 45 degrees, 90 degrees, 135 degrees, 180 degrees, 225 degrees, 270 degrees. At the same time in the test stage to screen covered with a black circle. With 16 college students as subjects. The results showed that the learning phase, participants showed contextual cueing effect. The testing stage, disappearance of contextual cueing effect indicates that the individual use of the uniform. The object toward the space characterization. In Experiment 4, explore the individual in the study of spatial information, whether they have the ability to use the Implicit Environmental Information - screen frame space characterization. In the experiments Contextual cueing effect paradigm, manipulation of the scene disturbance toward the letter L, only the scene with the screen border. With 16 college students as subjects. The results showed that the learning phase, participants showed contextual cueing effect. The testing stage, disappearance of contextual cueing effect indicates that the individual does not have the ability. Characterized by frame the information of the screen. In this condition, we get the following conclusions: 1. the effect of learning is not only the background clues snapshot self center based on the characterization of the reference, can also use the environmental center reference for characterization of.2. spatial information in the learning process, the subjects can implicitly use environmental information as a reference to.3. in the condition of rotating screen next, there is no and cannot use the relation between the object and the screen frame of the spatial representation of.4. in a rotating screen condition, subjects can implicitly use unity between objects Toward to represent spatial information.

【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

【参考文献】