注意资源、学习方式与年龄因素对协作抑制的影响

本研究在前人研究的基础上，试图探讨不同编码因素对协作抑制效应的制约作用，从协作抑制角度为挖掘集体记忆的作用机制提供证据。实验1结果发现，集中注意条件下，出现协作抑制；分配注意条件下，协作抑制消失。说明学习时注意资源的投入程度，对协作抑制有影响。实验2结果发现不同的学习方式对协作抑制的影响在不同年龄被试身上表现不同。本研究将视角聚焦于编码因素，研究结果证实，协作抑制受到不同编码因素的制约，此外，本结果亦为协作抑制的提取策略破坏假说提供了新的证据。

The Effect of Attention,Learning Styles and Age on Collaborative Inhibition

Collaborative inhibition (CI) refers to a phenomenon that at the retrieval phase, learners recall less when working collaboratively in a group than working by themselves. Research on the mechanism of the phenomenon of CI is one of the most popular topics in psychology in recent years. However, previous studies took more attention on the influential factors from the retrieval phase, while studies explored the CI effect from the encoding phase were insufficient. On the basis of previous studies, we tried to explore the factors from the encoding phase that might have an effect on CI. From this point of view, it would provide evidence for the exploration of the mechanism of collective memory. Two experiments were used in our study. Experiment 1 asked participants to learn word lists under full or divided attention conditions, results of group performances would show whether the involvement of attention in the encoding phase have an influence on CI or not. Experiment 2 controlled the learning styles, with 8, 11, 14, 17, 20 years old of students as the participants, and explored the effect of learning styles on the phenomenon of CI among different ages of students. Results showed that: a) under the full attention condition, the phenomenon of CI showed up, while under the condition of divided attention did not, which indicated the involvement of attention in the encoding phase had an effect on CI. b) both under self-controlled and other-controlled conditions of learning styles, the participants of different ages showed a CI effect. For the age of 8, 11, 17, 20 students, CI effects were similarly between self-controlled and other-controlled conditions; while for the age of 14 students, the CI effect under self-controlled learning style was significantly higher than that of other-controlled learning style. The results of Experiment 2 indicated that the effect of learning styles on the phenomenon of CI was different among different ages of students. Results of our study supported the explanation of retrieval strategy disruption hypothesis of CI.