在色彩词应急学习中,释放响应干扰
Brady R T Roberts1, Noah D Forrin1, David McLean1
1Department of Psychology, University of Waterloo, Waterloo, Canada.
Acta psychologica
|February 17, 2024
概括
人们学会了单词和颜色之间的关联,但增加更多的单词意外地加快了对不那么频繁的组合的反应. 这挑战了并行插曲处理模型,表明需要考虑干扰效应.
科学领域:
- 认知心理学 认知心理学
- 人类的学习和记忆.
背景情况:
- 应急学习描述了人们如何学习刺激之间的关联,影响反应速度和准确性.
- 平行情节处理 (PEP 2.0) 模型预测稳定的学习效果,无论刺激的复杂性如何.
研究的目的:
- 测试并行情节处理 (PEP 2.0) 模型对增加无关刺激的应急学习的预测.
- 调查如何改变响应无关词的数量影响应急学习效应.
主要方法:
- 进行了四项实验,操纵了与三个与响应相关的颜色相关的三个与响应无关的单词 (3,6或12) 的数量.
- 参与者确定了单词的印刷颜色,颜色和单词的偶然性比率各不相同.
- 测量了响应时间和准确性,以评估应急学习效应.
主要成果:
- 与PEP 2.0预测相反,随着单词数量的增加,应急学习效应的幅度并没有保持稳定.
- 虽然高应急项目的响应时间显示了无意义的数值减速,但低应急项目的响应时间意外地加快了.
- 总体响应时间没有增加更多的单词,这与模型的稳定性预测相矛盾.
结论:
- 这些发现驳斥了PEP 2.0模型关于应急学习的关键预测.
- 结果表明,来自高概率关联的响应干扰,特别是与低概率组合的响应干扰,应纳入PEP 2.0模型.
- 该研究强调,需要对模型进行改进,以考虑协会式学习范式中的复杂相互作用.
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