断开插曲性检索和应急意识在价值应急学习中的作用
Carina G Giesen1, Hannah Duderstadt2, Jasmin Richter3
1Department of Psychology, Faculty of Health, HMU Health and Medical University Erfurt, Erfurt, Germany.
这项关于价值突发性学习的研究发现,对非词价值关系的认识充分解释了评估条件效应. 应急学习主要是由偶然学习中的特定配对的记忆驱动的.
科学领域:
- 认知心理学 认知心理学
- 学习和记忆的学习和记忆
- 社会认知是指社会认知.
背景情况:
- 价值应急学习任务 (VCT) 涉及评估目标单词前面的非单词.
- 之前的研究表明可靠的应急学习效应,但不太可靠的评估条件 (EC) 效应.
- 这些效应的潜在机制,无论是情节性检索还是命题式学习,都需要进一步研究.
研究的目的:
- 在一项强大的预先注册研究中,研究应急学习和评估性条件效应.
- 评估刺激-响应 (SR) 情节的情节性检索和VCT中的命题学习 (应急意识) 的作用.
- 为了比较指导和偶然学习群体之间的学习机制.
主要方法:
- 一项高功率 (N=129) 的预先注册研究,采用了价值应急学习任务 (VCT).
- 两组:指导学习 (明确告知应急情况) 和偶然学习 (未告知).
- 任务后评估包括明确的评级任务和应急意识测试.
主要成果:
- 指示和偶然学习组都表现出非词语的应急学习和评估条件效应.
- 控制之前的SR并发事件在偶然组中完全解释了应急学习.
- 在接受指导的组中,残余价值应急学习效应持续存在;在两组中,应急意识完全解释了EC效应.
结论:
- 在VCT中,评估条件效应主要是由命题学习驱动的,特别是应急意识.
- 意外学习效应在很大程度上可以通过在偶然学习中对SR事件的插曲性检索来解释.
- 真正的价值应变学习,特别是在指导的环境中,反映了命题学习.
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