内隐与外显记忆重复学习效果的比较研究

实验采用重学—分离设计 ,分别用知觉辨认和再认测验作为内隐、外显测量的测验方法 ,比较重学—启动测验的结果与重学—再认的结果 ,发现 :重学和间接测量的结合能有效地揭示内隐记忆的叠加现象 ;一次重学能使知觉启动测验的成绩产生明显的叠加效应 ;高意识水平学习后 ,低意识水平的重复学习不能改变外显测验成绩持续下降的趋势。     

Memory development in adolescence: Relationships between metamemory,strategy use,and performance

Eighth and tenth grade students were asked to study and recall a list of paired associates. The word pairs were available either throughout an 8 sec per word study period or only at the beginning and were composed of either high frequency or low frequency words. After recall, students were asked to indicate which of several study strategies they had used with each word pair (read pair carefully, rehearsal, visual elaboration, verbal elaboration). In addition, they were asked which of these strategies would have had the best effect on recall. Knowledge of appropriate memory strategies (metamemory) was positively related to strategy use, and strategy use was positively related to recall performance at both ages. Improved performance with materials available throughout study and with high frequency word pairs was explained by increased use of elaborative strategies. Age differences in performance were explained by increased strategy effectiveness. These results are discussed in relation to changing relationships among metamemory, strategy use, and performance with age.     

Relationships between Separate and Connected Knowing and Approaches to Learning

This study explored whether connected and separate ways of knowing were related to deep and achieving approaches to learning in a sample of White/Caucasian and Mexican-American community college students in the Southwestern and Midwestern United States. Two hundred forty-one students (72 men and 169 women) completed the Attitudes Towards Thinking and Learning Survey (ATTLS) and the Shortened Study Process Questionnaire (SSPQ). No significant differences in separate (SK) and connected knowing (CK) were found between White and Mexican-American students. However, men scored higher than women on separate knowing (SK) and lower on connected knowing (CK). In addition, both CK and SK were significantly related to a deep approach to learning; only CK was significantly related to achieving approach.     

工作记忆与情景记忆中脑区的重合与分离——从脑区定位看两者关系

尽管近期的研究结果认为前额叶在工作记忆和情景记忆任务中均被激活,但是仍然不清楚是否有特定的区域对两种记忆起着不同作用。对于工作记忆和情景记忆在脑区上的重合,研究者们做出了不同的解释。某些研究者认为脑区的重合反映了包含于情景记忆中的工作记忆的作用,另一些研究者则认为这种重合反映的是与工作记忆和情景记忆都有关的反省过程的性质。对此,作者提出了相应的讨论意见。     

Working Memory Capacity and Learning Underlying Conceptual Relationships Across Multiple Documents

A common usage of textual repositories of information is to seek out and gather important information for a specific learning goal. However, not all material is organized in a single location, and users are often forced to visit multiple pages or sources to develop understanding. In these situations, are different learners more or less sensitive to drawing the underlying connections between multiple documents, which are relevant for the eventual learning goals? This study examines the performance of undergraduates who vary in working memory capacity as they were asked to learn about plants from a Wiki‐like website. Participants were pretested on their knowledge of both biology and the plant kingdom. Results indicate that learning underlying conceptual structure is indeed predicted by working memory, but not prior knowledge. This suggests that individual characteristics should be considered when designing learning technologies in the future. Copyright © 2012 John Wiley & Sons, Ltd.     

内隐学习中表征与意识的关系

近年来研究者分别从表征的质量和表征的外显等级两个方面探讨了内隐学习中表征与意识的关系。有关表征质量与意识的研究,清晰地揭示了影响表征进入意识的因素;而有关表征外显等级与意识的研究,则明确地阐明了什么样的表征才是有意识的。但表征与意识的关系是一个十分复杂的问题,目前仍存在着很大的争议,还有待于进一步的探讨     

Consciousness in Schizophrenia: A Metacognitive Approach to Semantic Memory

Recent studies have shown that schizophrenia may be a disease affecting the states of consciousness. The present study is aimed at investigating metamemory, i.e., the knowledge about one's own memory capabilities, in patients with schizophrenia. The accuracy of the Confidence level (CL) in the correctness of the answers provided during a recall phase, and the predictability of the Feeling of Knowing (FOK) when recall fails were measured using a task consisting of general information questions and assessing semantic memory. Nineteen outpatients were paired with 19 control subjects with respect to age, sex, and education. Results showed that patients with schizophrenia exhibited an impaired semantic memory. CL ratings as well as CL and FOK accuracy were not significantly different in the schizophrenic and the control groups. However, FOK ratings were significantly reduced for the patient group, and discordant FOK judgments were also observed more frequently. Such results suggest that FOK judgments are impaired in patients with schizophrenia, which confirms that schizophrenia is an illness characterized by an impaired conscious awareness of one's own knowledge.     

中学生学习动机、成就归因、学习效能感与成就状况之间因果关系的研究

该研究采用测验法对中学生学习动机、成就归因、学习效能感与成就状况之间的因果关系进行了探讨,并建立起因果关系模型。研究结果表明：学习动机、成就归因、学习效能感与成就状况之间是相互联系和相互影响的,学习动机、成就归因、学习效能感直接或间接影响个体的成就状况。     

Memory Aging Research: Real-Life and Laboratory Relationships

Memory, more so than any other cognitive function, seems to be impaired by the processes associated with normal and neuropathological aging. In fact, conventional wisdom suggests that age-related and disease-related memory decrements are both universal and irreversible. The articles contained in this section of Applied Cognitive Psychology, challenge these assumptions. They show that certain types of memory are spared in both healthy elderly adults and demented individuals, and that successful intervention programs based upon implicit memory techniques may be used to enhance the memorial abilities of severely demented patients. Furthermore, these articles illustrate the dynamic interplay between basic and applied memory research from a developmental perspective.     

Phonology, Working Memory, and Foreign-language Learning

Three tasks were used to predict English learning by Finnish children over a three-year period. In the pseudoword repetition task the pupils had to repeat aloud tape-recorded pseudowords sounding like Finnish or English. In the pseudoword copying task the pupils saw strings of letters resembling Finnish or English words and copied them when they had disappeared from view. When comparing syntactic-semantic structures, the pupils had to find the syntactically matching pairs from two sets of Finnish sentences. Repetition and copying accuracy and the ability to compare syntactic-semantic structures predicted English learning. Intercorrelations between test scores and English and mathematics grades suggest that repetition and copying accuracy were specifically related to language learning. It is concluded that the ability to represent unfamiliar phonological material in working memory underlies the acquisition of new vocabulary items in foreign-language learning.     

Learning to Quantify Relationships Among Weight,Size, and Kind of Material

In a 1-hour teaching interview, 20 children (aged 7 to 11) discovered how to tell whether objects might be made of the same material by using ratios of measures of weight and size. We examine progress in the children's reasoning about measurement and proportional relations, as well as design features of instruments, materials, and tasks crafted to enable such progress. Findings are discussed in light of theories and research about cognitive development and learning.     

从表征和认知过程上看表象与知觉、记忆的关系

表象、知觉和记忆是一个整合的认知系统。由于知觉和记忆提供了表象生成的材料,因而三者共享相似的表征,并激活广泛而相似的脑区。然而在认知加工过程上三者存在一定的差异。与知觉相比,表象的编码方式更抽象、更依赖过去经验的参与且处理细节能力更弱;与记忆相比,表象更容易受无关信息的干扰。未来对三者关系的研究应关注不同来源和不同类型的表象与知觉、记忆之间的关系,以及工作记忆在三者关系中所起的作用。     

再认中意识和无意识的贡献大小--兼论内隐记忆的抗老化现象

本研究以探索记忆中意识和无意识贡献大小为目的,采用年龄和材料两个自变量,年龄分中青年和老年两组,被试均为23人,材料分文字和非文字两种。实验通过PDP的包含和排除测验计算意识和无意识的贡献大小。结果发现：(1)意识在不同年龄和不同材料的记忆中所起作用的差异极为显著;(2)无意识在文字材料的记忆中所起作用的差异极为显著;(3)无意识在非文字材料和不同年龄的记忆中所起的作用的差异均不显著。由此推论,老年人记忆中无意识贡献并未下降。这似说明,老年人内隐记忆并未老化。     

语文学习困难儿童的短时记忆、工作记忆和加工速度

短时记忆、工作记忆和加工速度反映了不同的认知加工.采用多因素混合实验设计,在严格控制条件下,比较了语文学习困难和控制组儿童的工作记忆、短时记忆和加工速度的差异.结果发现,与控制组相比,语文学习困难儿童在工作记忆、短时记忆和加工速度方面均存在明显的不足,但短时记忆和加工速度不能解释不同能力组之间的差异,语文学习困难儿童的缺陷在于工作记忆能力的下降.工作记忆的缺陷在于言语工作记忆的不足,与视空间工作记忆能力无关,语文学习困难与特定的工作记忆(言语工作记忆)能力的不足有关.工作记忆缺陷的原因在于存储能力的不足,而不是加工效率的缺陷造成的.     

Relationships Between Dimensions of Impulsivity and Prospective Memory

Prospective memory refers to the ability to plan and execute future intentions. A burgeoning body of research indicates that a significant proportion of the variability in prospective memory performance can be accounted for by personality traits, with two recent studies revealing that the various dimensions of impulsivity measured by the Barratt Impulsivity Scale‐11 (BIS‐11) are related to prospective memory failures. The present study was conducted to examine which dimensions of impulsivity indexed by the BIS‐11 and UPPS‐P relate to prospective memory failures and which dimensions of impulsivity contribute unique variance in the prediction of prospective memory failures. A large sample (N = 662) of students completed the BIS‐11, UPPS‐P, Prospective Memory Questionnaire and a habitual prospective memory test. Consistent correlations between six of the seven measures of impulsivity and prospective memory failures were found. Regression analyses further revealed that lack of perseverance, emotional urgency and attentional impulsivity were reliable and unique predictors of prospective memory failures. Thus, difficulty remaining focused on tasks (especially long, boring or difficult tasks); lack of forethought, planning and distaste for challenging tasks; and tendencies to behave impulsively under conditions of strong affect relate most strongly to prospective memory failures. Copyright © 2015 European Association of Personality Psychology     

Two Investigations of the Relationships among Group Goals,Goal Commitment,Cohesion, and Performance

This paper presents two studies exploring the operation of group cohesion and goal processes (difficulty and commitment) on group performance. The results from the first study, using a sample of college students in naturally occurring groups, revealed significant relationships among these variables and suggested that goals are the more immediate determinants of performance, mediating the effects of cohesion on performance. The second study employed a different design and task to address some limitations of the first study and to replicate those findings. The results from the second study were highly consistent with the first. The implications of these findings are discussed.     

Neurocognitive Contributions to Motor Skill Learning: The Role of Working Memory

ABSTRACT

Researchers have begun to delineate the precise nature and neural correlates of the cognitive processes that contribute to motor skill learning. The authors review recent work from their laboratory designed to further understand the neurocognitive mechanisms of skill acquisition. The authors have demonstrated an important role for spatial working memory in 2 different types of motor skill learning, sensorimotor adaptation and motor sequence learning. They have shown that individual differences in spatial working memory capacity predict the rate of motor learning for sensorimotor adaptation and motor sequence learning, and have also reported neural overlap between a spatial working memory task and the early, but not late, stages of adaptation, particularly in the right dorsolateral prefrontal cortex and bilateral inferior parietal lobules. The authors propose that spatial working memory is relied on for processing motor error information to update motor control for subsequent actions. Further, they suggest that working memory is relied on during learning new action sequences for chunking individual action elements together.     

Affective Arousal as Information: How Affective Arousal Influences Judgments,Learning, and Memory

The affect‐as‐information framework posits that affect is embodied information about value and importance. The valence dimension of affect provides evaluative information about stimulus objects, which plays a role in judgment and decision‐making. Affect can also provide evaluative information about one's own cognitions and response inclinations, information that guides thinking and reasoning. In particular, positive affect often promotes, and negative affect inhibits, accessible responses or dominant modes of thinking. Affect thus moderates many of the textbook phenomena in cognitive psychology. In the current review, we suggest additionally that the arousal dimension of affect amplifies reactions, leading to intensified evaluations, increased reliance on particular styles of learning, and enhanced long‐term memory for events. We conclude that whereas valenced affective cues serve as information about value, the arousal dimension provides information about urgency or importance.