大中小学生内隐序列学习的发展性研究

采用序列学习的研究范式,对大中小学生的序列反应时和序列生成成绩进行测量,结果表明:(1)大中小学生均能在序列学习中获得序列规则。(2)采用比例测量方法,大中小学生的序列反应时无显著差异。(3)大中小学生的序列生成成绩是不同的,包含成绩随着年级升高而上升,排除成绩则不随年级变化;小学生包含和排除成绩无显著差异,而中学生和大学生的差异逐渐加大。说明序列学习的意识成分随年级的升高而增加。     

The Importance of Sound for Cognitive Sequencing Abilities: The Auditory Scaffolding Hypothesis

ABSTRACT— Sound is inherently a temporal and sequential signal. Experience with sound therefore may help bootstrap—that is, provide a kind of "scaffolding" for—the development of general cognitive abilities related to representing temporal or sequential patterns. Accordingly, the absence of sound early in development may result in disturbances to these sequencing skills. In support of this hypothesis, we present two types of findings. First, normal-hearing adults do best on sequencing tasks when the sense of hearing, rather than sight, can be used. Second, recent findings suggest that deaf children have disturbances on exactly these same kinds of tasks that involve learning and manipulation of serial-order information. We suggest that sound provides an "auditory scaffolding" for time and serial-order behavior, possibly mediated through neural connections between the temporal and frontal lobes of the brain. Under conditions of auditory deprivation, auditory scaffolding is absent, resulting in neural reorganization and a disturbance to cognitive sequencing abilities.     

纵向再探学前儿童心理理论发展模式

本文作者前不久完成的一项横断设计研究中, 以自编的心理理论量表测查比较了中美两国3~5岁儿童的有关发展。量表包括五项任务: (1) 不同的愿望; (2) 知与不知; (3) 不同的信念; (4) 内容错误信念和 (5) 伪装的情绪。研究发现两种不同文化群体儿童对上述任务的理解均表现出稳定一致的发展次序, 两者的次序大致相同但具有重要差别: 我国儿童的理解次序如从易到难排列如上所列, 这一次序与美国儿童的差别在于我国儿童先理解“知与不知”, 然后是“不同的信念”, 而美国儿童则恰好相反。这一研究结果对了解不同文化儿童心理理论的发展次序是十分有意义的, 但问题是经由横断设计的量表研究所确立的发展次序能否准确地描述个体儿童的纵向进展呢? 为此本研究使用了相同的测量工具对参加过横断研究的北京3岁儿童(时间1)在他们4岁(时间2)和5岁(时间3)时进行了焦点追踪研究。研究结果表明, 随着测查时间的 延伸, 个体儿童的作业成绩不仅逐步提高, 而且这种提高符合量表任务的发展次序。通过应用格特曼(Guttman)和雷氏(Rasch)测量模型对这一结果的分析, 再一次证实我国个体儿童的有关发展次序与欧美文化儿童的发展次序大致相同并且有重要的差别。本研究的结果不仅能为横断研究中个别差异的研究提供有用的工具, 而且深化了人们对心理理论发展机制的认识, 即把心理理论的发展看作是在一定的文化环境影响下不断扩展和深化的概念建构过程。但对这一推论仍有待进一步证实。     

不同认知风格11岁儿童内隐序列学习的差异

首先对143名11岁儿童进行认知风格测验,从中选取反省型和冲动型认知风格儿童各30名,采用序列学习研究范式,对其内隐学习进行了实验研究,结果表明:(1)虽然冲动型儿童序列学习的反应时显著低于反省型儿童,但采用“比例测量法”的方差分析两组被试无显著差异。(2)采用“对立法”对包含和排除的生成成绩进行方差分析,无论反省型儿童还是冲动型儿童,其包含和排除成绩均没有显著差异,而且成绩均在几率水平以下。说明两种认知风格儿童的序列学习没有差异,且都具有内隐性。     

内隐序列学习与注意的关系

内隐序列学习与注意的关系是内隐学习研究领域中的一个热点问题。“双注意机制”理论、“抑制表达”理论和“干扰外显学习成分”理论,从不同的角度阐释了内隐序列学习与注意的关系,但支持证据和反对意见并存,论争激烈。该文试图在一定程度上整合这三种理论,提出了“动态需求”假设,认为内隐序列学习任务对注意的需求是动态变化的,随着内隐序列学习任务中外显学习成分比重的变大,其对注意资源的需求也会随之增加     

注意负荷对内隐序列学习的影响研究

运用次级任务研究范式,采用符号计数的次级任务和歧义序列中的次级条件序列,将内隐序列学习分为单任务组和双任务组,统一在单任务条件下测试。结果发现:(1)两组被试内隐学习成绩差异不显著;(2)双任务组被试在学习组块和测试组块的内隐学习差异也不显著。结果进一步支持了在次级任务占用注意资源的条件下内隐学习仍然可以正常地获得、内隐序列学习不受注意负荷影响的观点。     

Processing of Syllables in Production and Recognition Tasks

Empirical evidence for a functional role of syllables in visual word processing is abundant, however it remains rather heterogeneous. The present study aims to further specify the role of syllables and the cognitive accessibility of syllabic information in word processing. The first experiment compared performance across naming and lexical decision tasks by manipulating the number of syllables in words and non-words. Results showed a syllable number effect in both the naming task and the lexical decision task. The second experiment introduced a stimulus set consisting of isolated syllabic and non-syllabic trigrams. Syllable frequency was manipulated in a naming and in a decision task requiring participants to decide on the syllabic status of letter strings. Results showed faster responses for syllables than for non-syllables in both tasks. Syllable frequency effects were observed in the decision task. In summary, the results from these manipulations of different types of syllable information confirm an important role of syllabic units in both recognition and production.     

Impaired processing of rapid stimulus sequences in dyslexia

Apart from their reading difficulties, dyslexic subjects often suffer from a variety of subtle sensory and motor deficits. Whether these deficits have a causal relationship to the reading disorder, form additional risk factors, or are totally independent of the reading problem, is under vivid debate. In this article, we review the evidence and suggest that ‘sluggish attentional shifting’ (SAS) can account for the impaired processing of rapid stimulus sequences in dyslexia. Within this novel framework attention-related prolongation of input chunks is decisive for many small deficits found in dyslexic subjects.     

Increasing the variability of response sequences in pigeons by adjusting the frequency of switching between two keys.

Three experiments compared the amounts of behavioral variability generated with two reinforcement rules. In Experiments 1 and 2 pigeons received food whenever they generated a sequence of eight pecks, distributed over two keys, provided that the sequence contained a certain number of change-overs between the keys. Although no variability was required-the birds could obtain all reinforcers by repeating the same sequence-the pigeons emitted a large number of different sequences. In Experiment 3 pigeons received food whenever they generated a sequence that had not occurred during the last 25 trials. After prolonged training, the birds showed more sequence variability than in the first two experiments. The analysis of the internal structure of the response sequences revealed that, in general, (a) the location of the first peck was highly stereotyped; (b) as the trial advanced, the probability of switching to the initially preferred key decreased whereas the probability of switching to the other key increased; and (c) a first-order Markov chain model with transition probabilities given by a logistic function accounted well for the internal structure of the birds' response sequences. These findings suggest that, to a large extent, the variability of response sequences is an indirect effect of adjustments in changeover frequency.     

Matching, maximizing, and the behavioral unit: concurrent reinforcement of response sequences.

Pigeons pecked two keys in a probability matching situation in which four two-peck sequences were intermittently reinforced: left-left, left-right, right-left and right-right. In Phase 1, relative reinforcement rate was varied with respect to the first response of a sequence: reinforcers were differentially assigned for left-left and left-right sequences as opposed to right-left and right-right sequences. The second response of reinforced sequences occurred equally on the left and right keys across conditions. In Phase II, relative reinforcement rate was varied for sequences that involve an alternation as opposed to those that did not. The relative outputs of the different sequences matched the relative reinforcement rates for the different sequences in both phases. Relative response rates for key pecks did not always match relative reinforcement rates. The intertrial interval separating responses was varied in both phases; increases in the intertrial interval affected the relative frequency of different sequences. The results demonstrate that response sequences acted as functional units influencing choice and thus support a structural account of choice. At the same time, the matching of relative sequence proportion and relative reinforcement rate supports a matching account.