背景图相关度与知觉流畅性对意义材料学习的影响

可取难度理论和不流畅理论认为不流畅加工可促进学习，认知负荷理论则认为知觉不流畅所激发的额外认知负荷可能阻碍学习。研究采用2（知觉流畅性：流畅，不流畅）×3（背景图相关度：相关背景图、无关背景图和空白背景）被试间实验设计，考察学习意义材料时认知负荷（通过插入的背景图控制）与知觉流畅性的相互作用。结果发现：（1）知觉流畅性的主效应显著，知觉流畅时的学习成绩显著高于知觉不流畅时的成绩；背景图相关度的主效应显著，相关背景图条件下的成绩显著高于空白背景和无关背景图。（2）知觉流畅性与背景图相关度的交互作用显著，在知觉流畅条件下，呈现相关背景图的得分显著高于空白背景和无关背景图，后二者无显著差异；知觉不流畅条件下，三者间无显著差异。研究结果表明，在知觉流畅的条件下插入相关背景图有利于意义材料的学习；该结果支持认知负荷理论。

The Effects of Background Graph and Perceptual Fluency on Meaningful Text Learning

Based on desirable difficulty theory and disfluency theory, disfluency prosessing can benefit learning. However according to cognitive load theory, disfluency perceived during learning may bring extra cognitive load thus impair learning outcome. A 2(perceptual fluency:fluency, disfluency) ×3(background information:relevant, irrelevant, control) between subject experiment was conducted to investigate how cognitive load (valued by relevant level of background information) and perceptual fluency interact when learning meaningful text. The results showed that, the main effect of two variables was significant, which turned out that subjects learned better when presented fluent material, and relevant background information led to better performance than the other two conditions. The interaction effect was significant:Under fluency condition, subjects who were provided relevant background information learned better than subjects provided irrelevant information or none (control), and there was no significant difference between the latter two. Under disfluency condition, there was no significant difference between different levels of background information. These results indicated that for meaningful material learning, enhancing the perceptual fluency and providing relevant background information should be more desirable ways, which is consistent with the theory of cognitive load.