情绪刺激和语义刺激的内隐序列学习研究

发布时间：2019-03-02 17:32

【摘要】：在内隐学习的过往研究中，刺激材料往往是无情绪和语义意义的，如Reber的人工语法，目的在于直接测试被试的学习效应，但是现实生活中对纯粹的无意义材料的学习非常少见，大多材料都带有情绪和语义的意义。目前仅有少数人对情绪启动对内隐学习的影响以及外文词汇对内隐学习的影响做了研究，且结论非常不一致。本研究试图探索情绪意义和语义意义对内隐学习效果的影响。用情绪图片和成语作为刺激，采用内隐学习中的序列反应时范式，刺激材料用gsrt软件呈现。实验一用多张情绪图片作为刺激按随机顺序测试了它们对序列学习的影响，同时规避了情绪适应；实验二用成语单字作为刺激；实验三用成语作为刺激，分别考察了当刺激为语义刺激时，被试的反应时变化情况。实验四将实验二和实验三的结果进行对比，揭示了不同语义刺激强度对序列学习反应时的影响差异。结果呈现出不同效价情绪图片对内隐学习反应时平均值影响无显著差异，对内隐学习量影响差异显著，不同效价成语单字内隐学习反应时平均值和内隐学习量的影响无显著差异，不同效价成语对内隐学习平均反应时影响无显著差异，对内隐学习量影响差异显著，成语单字与成语对内隐序列学习平均反应时无显著差异，积极成语单字与积极成语对内隐序列学习的学习量影响差异不显著，消极成语单字与消极成语对内隐序列学习学习量的影响差异显著的结论，证明了在明确意识状态下，内隐学习平均反应时不受情绪和语义意义的影响，但内隐学习量会受情绪和语义意义的影响。
[Abstract]:In previous studies of implicit learning, stimulus materials are often emotional and semantic, such as Reber's artificial grammar, which aims to directly test the learning effects of subjects, but it is rare to learn purely meaningless materials in real life. Most materials have emotional and semantic meanings. At present, only a few people have done research on the influence of emotional priming on implicit learning and the influence of foreign vocabulary on implicit learning, and the conclusions are very inconsistent. This study attempts to explore the effects of emotional meaning and semantic meaning on implicit learning. Emotional pictures and idioms were used as stimuli, sequential response time paradigm was used in implicit learning, and stimulus materials were presented by gsrt software. In the first experiment, several emotional pictures were used as stimuli to test their effects on sequential learning in random order, and the emotional adaptation was avoided at the same time. In the second experiment, idiom words were used as stimuli. In the third experiment, idioms were used as stimuli to investigate the changes of response time when stimuli were semantic stimuli. In experiment 4, the results of experiment 2 and experiment 3 were compared to reveal the different effects of different semantic stimuli on the response time of sequence learning. The results showed that there was no significant difference in the mean value of implicit learning response time between different titers of emotional pictures, but there was a significant difference in implicit learning quantity. There was no significant difference in the average response time of implicit learning and the amount of implicit learning in different titers of idiom, but there was no significant difference in the response time of implicit learning in different titer idioms, but there was a significant difference in implicit learning quantity. There is no significant difference between idiom word and idiom in the average response time of implicit sequence learning, but there is no significant difference between positive idiom word and positive idiom in learning implicit sequence learning. The conclusion that the influence of negative idiom single word and negative idiom on learning quantity of implicit sequence is significant, it is proved that the average response time of implicit learning is not affected by emotion and semantic meaning in the state of clear consciousness. But implicit learning is influenced by emotion and semantic meaning.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842.6

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