知觉模糊度影响学习的延迟效应

基于迁移适当加工理论，采用连续识别任务范式，通过操纵字词和图片的模糊度来考察知觉模糊非流畅的延迟效应。结果发现：（1）模糊不流畅的材料学习判断值更低；（2） 知觉模糊程度对即时的再认成绩没有影响，但在延迟再认测试中流畅性较低的模糊材料成绩更好。该结果表明实验操纵方式所引发的编码过程和记忆测试所需的检索过程性质上相匹配，而且延迟测试时，知觉非流畅可以促进学习，说明该效应存在边界。

Delayed Effect of the Influence of Perceptual Ambiguity on Learning

Perceptual fluency refers to a subjective feeling or experience of the individual’s difficulty in processing external information at the level of perception,reflecting the low-level processing of the attributes related to stimulating external forms.Previous studies have found that appropriately reducing the perceptual fluency of learning materials could increase the subjective difficulty perceived by learners,which would stimulate the learners’analytical thinking,and ultimately improve their academic performance.This phenomenon is called"disfluency effect"in educational psychology.While some difficult learning conditions can improve learning,the findings regarding the contribution of disfluent materials have been inconsistent.We seek breakthroughs in terms of more rational theoretical frameworks and boundary conditions of disfluent effects.It is suggested that the qualitative match of the evoked encoding processes of the applied difficulty with respect to the required retrieval processes of the memory test and the time delay of the test may be two key factors affecting the disfluent effect.Therefore,immediate performance does not reflect the effect of disfluency on memory intervention.Disfluent effects appear over time.This study explored the delayed disfluent effects of perception through three experiments.The results discussed when and under which circumstances disfluency can promote learning as a desirable difficulty.The study explored how the perceptual ambiguity affected judgments of learning and memory(immediate/delayed)in the recall in Experiment 1 and in the recognition in Experiment 2,by manipulating word ambiguity and using the continuous identification(CID)task paradigm.CID task is more sensitive in measuring perceptual fluency.It can focus on word recognition in a short period of time without too much processing of semantic information,and more importantly,it can minimize the perception of disfluent experimental manipulation.The Experiments used different memory tests to detect disfluent effects in the same experimental manipulation modes,in order to explore whether the effect depended on the similarity of encoding process and retrieval process.The Experiment 3 replaced the experimental material with a picture,and changed the picture clarity to explore whether the delayed disfluent effect of perception still existed in non-semantic concepts such as images.The above studies mainly obtained the following results:(1)Perceptual disfluency as a cue affected our judgments of learning.Compared with clear and fluent materials,we gave blurry and disfluent materials to lower JOLs.It was harder to remember for items that experienced difficulty.(2)The perceptual ambiguity of the materials had no effect on the immediate recall or recognition performance.After a certain test time delay,the blurry material with lower fluency had better performance,and the naming fluency did not interfere with judgments of learning and memory performance in the experiment.(3)The qualitative match of the evoked encoding processes of the applied difficulty with respect to the required retrieval processes of the memory test as well as when there was a certain time delay between the experimental manipulation and memory test,the perceptual disfluency could promote learning as a desirable difficulty.(4)This perceptual disfluent delayed effect existed not only in semantic concepts such as words,but also in non-semantic concepts such as images,which had certain stability and universality.The results showed that the encoding process triggered by the experimental manipulation mode matched the retrieval process required by the memory test in nature,and when there was a certain time delay between the experimental manipulation and memory test,perceptual disfluency could be used as a reasonable difficulty to facilitate learning.