关联性记忆错觉的产生与保持

两项实验对关联性记忆错觉的产生与保持进行了考察。实验结果表明,关联性记忆错觉接近学过词的回忆水平,但它的产生不随年龄的变化而变化;时间变量对关联性记忆错觉的影响不显著。此外,关联性记忆错觉不同于学过的词,在延迟加快时没有系列位置效应的产生。     

系列再生法:探讨刻板印象的新思路

系列再生法最早起源于Bartlett(1932)对记忆的研究。在信息传递过程中,该方法旨在寻找被试之间的信息如何传递和变形,其传播变形背后的意义和规律何在。目前应用该方法的最新研究围绕以记忆探测为出发点,寻求记忆链条的传播规律对刻板印象的解释,对该领域的研究起到了积极的推动作用。在评述了系列再生法的基本原理和具体实施方法后,分析了该方法在刻板印象研究中的最新研究证据和未来的应用与展望。     

Implicit learning of what comes when and where within a sequence: The time-course of acquiring serial position-item and item-item associations to represent serial order

Much research has been conducted aimed at the representations and mechanisms that enable learning of sequential structures. A central debate concerns the question whether item-item associations (i.e., in the sequence A-B-C-D, B comes after A) or associations of item and serial list position (i.e., B is the second item in the list) are used to represent serial order. Previously, we showed that in a variant of the implicit serial reaction time task, the sequence representation contains associations between serial position and item information (Schuck, Gaschler, Keisler, & Frensch, 2011). Here, we applied models and research methods from working memory research to implicit serial learning to replicate and extend our findings. The experiment involved three sessions of sequence learning. Results support the view that participants acquire knowledge about order structure (item-item associations) and about ordinal structure (serial position-item associations). Analyses suggest that only the simultaneous use of the two types of knowledge acquisition can explain learning-related performance increases. Additionally, our results indicate that serial list position information plays a role very early in learning and that inter-item associations increasingly control behavior in later stages.     

The attention cascade model and attentional blink

An attention cascade model is proposed to account for attentional blinks in rapid serial visual presentation (RSVP) of stimuli. Data were collected using single characters in a single RSVP stream at 10Hz [Shih, S., & Reeves, A. (2007). Attentional capture in rapid serial visual presentation. Spatial Vision, 20(4), 301-315], and single words, in both single and dual RSVP streams at 19Hz [Potter, M. C., Staub, A., & O'Connor, D. H. (2002). The time course of competition for attention: Attention is initially labile. Journal of Experimental Psychology: Human Perception and Performance, 28(5), 1149-1162]. The model adopts similar architecture of the cognitive accounts of attentional blinks and employs computational details from theories of attention gating. The model has elaborated working memory and attention control mechanism. Both bottom-up and top-down salience are explicit in the model. Quantitative fits are good and the model parameters have plausible values. The model handles stimulus competition, lag 1 sparing, intrusion errors, and magnitude of the dip; it also accounts for commonly observed effects such as stimulus similarities (local and global), target+1 blank, and stimulus salience.     

Implicit learning revealed by the method of opposition

Complex information, such as that required for motor skills, can be learned implicitly, without awareness. Much debate has centered on the appropriate methods for proving that implicit learning is not influenced by explicit awareness. A recent study by Destrebecqz and Cleeremans has provided compelling evidence for implicit sequence learning without awareness by using the ‘method of opposition’.     

序列呈现的刺激可以被并行的加工：来自注意瞬脱研究的证据

采用RSVP范式验证了两个序列呈现的刺激可以被并行加工的假设。实验一发现：在两个目标刺激（Target和Probe,以下简称T和P）间无干扰刺激时,T的反应时随着T、P之间的间隔显著减小,其模式符合并行加工模型的预测。而实验二发现：当T和P之间有干扰刺激（即T后呈现后续掩蔽）时,T的反应时并不随着T、P的间隔而减小,其模式符合序列加工模型的预测。由此可推论,只要两个序列呈现的刺激之间没有干扰刺激,可以对他们进行并行的注意加工,但是会受到两个刺激之间的时间间隔的影响。     

注意范围分布对视觉工作记忆巩固过程的影响

以往研究发现个体能够同时巩固一定数量的项目信息进入视觉工作记忆系统。本研究将考察视觉工作记忆的巩固容量是否会受到分配到记忆项目上的注意资源量的影响。实验1在同时序列掩蔽范式的基础上, 用控制记忆项目呈现区域的大小的方法操纵被试的注意范围, 从而达到操纵分配到单个项目上的注意资源量的目的。研究结果显示, 被试的记忆成绩随着注意范围的扩大显著降低, 但在并行和序列呈现条件之间不存在显著差异; 实验2则证实实验1中对注意资源量分配的控制不会影响对项目的知觉编码效率。本研究结果表明, 分配在记忆项目上的注意资源量能够影响记忆巩固的效率, 但不会影响巩固容量。     

无关言语对汉字短时记忆系列回忆的影响*

采用视觉呈现字表和听觉呈现无关言语方式,探讨在字表项目保持期间阻止被试复述情况下,不同呈现位置的无关言语对汉字短时记忆系列回忆的影响。在字表保持期间,采用计算任务进行分心作业。实验结果发现：(1)无关言语对汉字短时记忆系列回忆成绩存在显著影响;(2)在字表保持期间阻止被试进行复述消除了字表呈现期间呈现无关言语对回忆成绩产生的干扰效应;(3)汉字短时记忆系列回忆成绩表现出系列位置效应。实验结果没有完全支持客体情节记忆模型。