刺激的呈现形式和呈现速度对视听内隐学习的影响

发布时间：2018-06-30 02:25

本文选题：内隐学习 + 知觉组织　；参考：《上海师范大学》2017年硕士论文

【摘要】：内隐学习是学习者缺乏外在反馈时,在瞬息万变的环境中习得复杂信息的过程。研究表明,内隐学习不仅能在不同的感觉通道间发生,而且能在感觉通道内部发生。于是研究者们认为:只要内部规则保持相同,不同的刺激输入模式均不会影响内隐学习的效果。然而,研究也表明,内隐学习的知识表征并不是完全抽象的,一定程度上仍包含对刺激感知特征的加工编码。不同刺激输入模式下的内隐学习存在差异,而刺激的类型、呈现形式、呈现速度等都属于刺激输入模式的变量。研究发现,视听内隐学习在不同的刺激呈现形式下存在偏好:当继时呈现刺激时,听觉表现出加工优势,当同时呈现刺激时,视觉表现出加工优势。并且刺激的呈现速度也会对视听内隐学习产生影响,即听觉内隐学习在刺激快速呈现时更好,当刺激慢速呈现时,视觉内隐学习将得到提高。但是,关于刺激输入模式与内隐学习效果的关系,研究者们对此并未给出一致答案。并且,前人的研究多集中在考察单模式的刺激输入对内隐学习的影响,但现实的知觉环境很少局限于一个模式的刺激。因此,考察多模式刺激输入下的内隐学习,同时考察刺激的呈现形式和呈现速度对内隐学习的影响,既更真实地反映了隐性知识的获得过程,又能为内隐学习的研究提供新证据。本研究选取137名大学生为被试,以人工语法为学习任务,考察刺激的呈现形式和呈现速度对内隐学习的影响。结果发现:(1)快速呈现条件下,听觉内隐学习成绩显著好于视觉内隐学习,但视觉通道内同时呈现与继时呈现刺激无显著差异。(2)慢速呈现条件下,视觉同时呈现时的内隐学习成绩显著好于视觉继时呈现和听觉呈现,但视觉继时呈现和听觉呈现的学习成绩无显著差异。(3)刺激的呈现形式和呈现速度存在显著的交互作用,共同影响内隐学习的成绩。结论:视听内隐学习在刺激的不同呈现形式下存在显著差异,并且视听内隐学习对刺激呈现形式的偏好随着呈现速度的改变而变化,刺激的呈现形式和呈现速度共同影响内隐学习。这说明内隐学习一定程度上依赖于刺激表面的知觉属性,支持了内隐学习的模式特异性理论。
[Abstract]:Implicit learning is a process in which learners acquire complex information in a rapidly changing environment without external feedback. The results show that implicit learning can occur not only in different sensory channels, but also in sensory channels. So the researchers believe that as long as the internal rules remain the same, different stimulus input patterns will not affect the effect of implicit learning. However, the knowledge representation of implicit learning is not completely abstract, but still includes the processing coding of stimuli perception to some extent. There are differences in implicit learning in different stimulus input modes, but the types, presentation forms and presentation speed of stimuli all belong to the variables of stimulus input mode. It is found that audiovisual implicit learning has a preference in different forms of stimulus presentation: when followed by stimulus, hearing shows processing advantage, while vision shows processing advantage when stimulus is presented at the same time. And the speed of presentation of stimulus will also have an impact on audiovisual implicit learning, that is, auditory implicit learning is better when stimulating fast presentation, and visual implicit learning will be improved when stimulation is slow. However, the relationship between stimulus input patterns and implicit learning effects has not been consistently answered. Moreover, previous studies have focused on the effects of single mode stimulus input on implicit learning, but the real perceptual environment is rarely confined to one pattern of stimulus. Therefore, the study of implicit learning under multi-mode stimulus input, as well as the influence of the presentation form and presentation speed of stimulus on implicit learning, not only reflects the acquisition process of tacit knowledge more truthfully. It can also provide new evidence for the study of implicit learning. In this study, 137 college students were selected to study the effects of stimulus presentation and presentation speed on implicit learning using artificial grammar as learning task. The results showed that: (1) under the condition of rapid presentation, the results of auditory implicit learning were significantly better than those of visual implicit learning, but there was no significant difference between the simultaneous presentation of visual channel and that of subsequent presentation. (2) under the condition of slow presentation, the auditory implicit learning performance was significantly better than that of visual implicit learning. The implicit learning performance of visual presentation was significantly better than that of visual postnatal presentation and auditory presentation, but there was no significant difference between visual posteriori presentation and auditory presentation. (3) there was significant interaction between the presentation form and presentation speed of stimulus. The result of implicit learning is influenced by both. Conclusion: audiovisual implicit learning has significant differences in different presentation forms of stimulus, and the preference of audiovisual implicit learning for the presentation of stimuli varies with the change of presentation speed. Both the presentation form and the presentation speed of stimulus affect implicit learning. This indicates that implicit learning depends to some extent on the perceptual properties of stimulus surface, which supports the pattern specificity theory of implicit learning.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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