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171.
产生效应指朗读单词的记忆成绩要好于默读单词的记忆成绩。采用“学习-再认”的实验范式,以小学三年级、小学五年级、初一、初二和大学生为被试,采用2(阅读方式:朗读,默读)×2(学习次数:1次,3次)×5(年级:三年级,五年级,初一,初二,大学)的混合设计,探讨中文词汇产生效应的发展特点。结果发现:(1)年级的主效应显著,大学生的记忆成绩显著高于三年级、五年级和初一学生的;五年级、初一和初二学生的记忆成绩显著高于三年级学生的;(2)阅读方式的主效应显著,朗读的记忆成绩显著高于默读的;(3)学习次数的主效应显著,3次的记忆成绩显著高于1次的;(4)阅读方式和年级的交互作用显著,在朗读的记忆成绩上,小学三年级的与大学生的差异显著,但小学五年级、初一、初二学生的和大学生的差异均不显著,说明朗读的记忆成绩在小学五年级趋于成熟;在默读的记忆成绩上,小学三年级、五年级、初一学生的均与大学生的差异显著,初二学生的与大学生的无显著差异,表明默读的记忆成绩在初二年级趋于成熟。初一学生的产生效应大小与大学生的无差异。研究结果支持产生效应的特异观。 相似文献
172.
Evidence of distributional learning, a statistical learning mechanism centered on relative frequency of exposure to different tokens, has mainly come from short-term learning and therefore does not ostensibly address the development of important learning processes. The present longitudinal study examines both short- and long-term effects of distributional learning of phonetic categories on non-native sound discrimination over a 12-month period. Two groups of listeners were exposed to a two-minute distribution of auditory stimuli in which the most frequently presented tokens either approximated or exaggerated the natural production of the speech sounds, whereas a control group listened to a piece of classical music for the same length of time. Discrimination by listeners in the two distribution groups improved immediately after the short exposure, replicating previous results. Crucially, this improvement was maintained after six and 12 months, demonstrating that distributional learning has long-lasting effects. 相似文献
173.
Many everyday skills are unconsciously learned through repetitions of the same behaviour by binding independent motor acts into unified sets of actions. However, our ability to be consciously aware of producing newly and highly trained motor skills raises the question of the role played by conscious awareness of action upon skill acquisition. In this study we strengthened conscious awareness of self-produced sequential finger movements by way of asking participants to judge their performance in terms of maximal fluency after each trial. Control conditions in which participants did not make any judgment or performance-unrelated judgments were also included. Findings indicate that conscious awareness of action, enhanced via subjective appraisal of motor efficiency, potentiates sensorimotor learning and skilful motor production in optimising the processing and sequencing of action units, as compared to the control groups. The current work lends support to the claim that the learning and skilful expression of sensorimotor behaviours might be grounded upon our ability to be consciously aware of our own motor capability and efficiency. 相似文献
174.
The adult human brain quickly adapts to regular temporal sequences, and emits a sequence of novelty responses when these regularities are violated. These novelty responses have been interpreted as error signals that reflect the difference between the incoming signal and predictions generated at multiple cortical levels. Do infants already possess such a hierarchy of violation-detection mechanisms? Using high-density recordings of event-related potentials during an auditory local–global violation paradigm, we show that three-month-old infants process novelty in temporal sequences at two distinct levels. Violations of local expectancies, such as perceiving a deviant vowel “a” after repeated presentation of another vowel i-i-i, elicited an early auditory mismatch response. Conversely, violations of global expectancies, such as hearing the rare sequence a-a-a-a instead of the frequent sequence a-a-a-i, modulated this early mismatch response and led to a late frontal negative slow wave, whose cortical sources included the left inferior frontal region. These results suggest that the infant brain already possesses two dissociable systems for temporal sequence learning. 相似文献
175.
Etsuko Haryu 《The Japanese psychological research》2014,56(2):180-188
A causative verb is likely to appear in a sentence with two noun arguments, whereas a noncausative verb tends to appear in a sentence with a single argument. The present research investigates from what point children learning Chinese begin to show this knowledge of argument structure. Two‐, 3‐, 4‐, and 5‐year‐old children were tested using a forced‐choice pointing task. The results showed that Chinese‐speaking children aged 2 years could associate a transitive construction with a causative event, whereas they were not able to map an intransitive construction to a noncausative event even after reaching 5 years of age. The reason why Chinese children have such difficulty in learning knowledge of intransitive construction is discussed, focusing on (a) the semantic properties of certain intransitive verbs, which have been found not only in Chinese but also in other languages, and (b) the ellipsis of arguments, which is characteristic of Chinese. 相似文献
176.
177.
A tendency to overestimate threat has been shown in individuals with OCD. We tested the hypothesis that this bias in judgment is related to difficulties in learning probabilistic associations between events. Thirty participants with OCD and 30 matched healthy controls completed a learning experiment involving 2 variants of a probabilistic classification learning task. In the neutral weather-prediction task, rainy and sunny weather had to be predicted. In the emotional task danger of an epidemic from virus infection had to be predicted (epidemic-prediction task). Participants with OCD were as able as controls to improve their prediction of neutral events across learning trials but scored significantly below healthy controls on the epidemic-prediction task. Lower performance on the emotional task variant was significantly related to a heightened tendency to overestimate threat. Biased information processing in OCD might thus hamper corrective experiences regarding the probability of threatening events. 相似文献
178.
Mike Harrison 《Dialog》2014,53(4):345-355
What do the theologically educated look like? Nine outcomes of a theological education are suggested that respond to this question, outcomes particularly pertinent to the contemporary cultural setting and mission challenge of Western Europe. These outcomes are compared with the nine learning outcomes that the Church of England uses at the present time to assess candidates for ordained ministry. In the light of this comparison some broad recommendations are made for future emphases in theological education. 相似文献
179.
The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y changing without a change in X as evidence that Y does not influence X. Both of these strategies make sense if one believes the variables to be temporally dependent. We discuss the implications of these results for interpreting previous findings. More broadly, given that many real‐world environments are characterized by temporal dependency, these results suggest strategies that children may use to learn the causal structure of their environments. 相似文献
180.
Some spatio‐temporal structures are easier to transfer implicitly in sequential learning. In this study, we investigated whether the consistent reversal of triads of learned components would support the implicit transfer of their temporal structure in visuomotor sequence learning. A triad comprised three sequential button presses ([1][2][3]) and seven consecutive triads comprised a sequence. Participants learned sequences by trial and error, until they could complete it 20 times without error. Then, they learned another sequence, in which each triad was reversed ([3][2][1]), partially reversed ([2][1][3]), or switched so as not to overlap with the other conditions ([2][3][1] or [3][1][2]). Even when the participants did not notice the alternation rule, the consistent reversal of the temporal structure of each triad led to better implicit transfer; this was confirmed in a subsequent experiment. These results suggest that the implicit transfer of the temporal structure of a learned sequence can be influenced by both the structure and consistency of the change. 相似文献