长时记忆中图形不同特征的加工与提取

Information can be represented both conceptually and imaginarily in long-term memory. However, it seems that only conceptual representation appears, neglecting imaginary information, in most of the long-term memory (LTM) models. In the matter of fact, picture can be stored in LTM directly and conceptually. There is no evidence for what specific type of information, conceptual or imaginary, for the color, shape, or texture to be represented. However, it is evident that the shape and color can be represented separately in LMT. Further research is needed on whether features are represented separately or not, such as color and texture, texture and shape etc. Rehearsal plays important role in picture memory besides the types of storage and representation. Memory of picture is indeed enhanced by rehearsal. There are two types of rehearsal. One is for creating image, another is articulatory loop. Which one will be taken during picture memory process depends on the characteristics of stimuli, subjects' encoding preferences and/or task requirements. Nevertheless, the relation between two types of rehearsal is not very clear yet up to now. Different features could be activated at different time course or possibilities since they can be represented separately. Six experiments were conducted dealing with the characteristics of representation, rehearsal and retrieval of picture in LTM. From these experiments, further understanding of picture information processing was expected. It would add more evidence to the LTM models, and make practical sense to the computer visual identification. The first two experiments were based on the paradigm from Hanna et al.(1996) to investigate separable representation of texture and shape, texture and color. The results indicated that texture could be represented separately with color and shape respectively. It suggested that different features might be processed in different way during remembering. Another interest finding is that recognition performance for shape, color and texture are quite different. What for shape is highest, for color is lowest, and for texture is between of them. Three features of picture can be represented separately. How about the roles of rehearsal when they enter the LTM from short-term memory(STM)? The second three experiments assigned three different types of rehearsal, i. e. visual, verbal, and subject-run(might be both of visual and verbal). The findings are that performances of picture memory were affected significantly by different types of rehearsal. Both visual and verbal rehearsal played important role during remembering process. It seems that verbal rehearsal, which might enhance the relative strength of memory trace, was much more effective than visual one. In addition, subjects tended to choose those difficult-to-name, features to rehearse, to improve the memory performance. Only two features were changed in each of the first two experiments. They might interact (facilitate or disturb) each other when they were retrieved. So it was difficult to identify the retrieval difference between them. In the last experiment, easy-to-name pictures were studied, and only one feature could be recognized. The results indicated that the retrieval performances of three features(shape, color, and texture) were quite different. They were different on the relative strength of memory trace, with the shape was strongest, color was lightest, and texture was in between. No difference was found on the absolute strength of them.

小学儿童对复合时距认知发展的实验研究

The purpose of this study was to explore the development of the cognitive processing on temporal continuity (duration) in primary school children with the information processing approach. The results showed: (1) The performances of cognitive processing on compound duration developed increasingly with age. (2) The intervals of duration, the method of display, the varieties of display had effects on cognitive processing of compound duration; however, the effective ways and extents varied with the specific tasks. (3) The primary school children could use cognitive strategies initially, the effectiveness and the flexibility of strategies developed increasingly with age.

线索语义相容性的研究

With the studies of the Stimulus-Response Compatibility (SRC), more and more psychologists consider that the compatibility isn't only exist between stimulus and stimulus, response and response, but also any two sets in the information processing, it means that the compatibility is the basic feature of the human information processing. Research on the compatibility of the precue is a powerful evidence to support the issue. Dimension Overlap Model (Kornblum, 1990) is one of the most popular models to explain the mechanism of the SRC which focus on the dimension overlapping between the stimulus and response will activate the compatible response automatically, the compatibility effects origin from whether the compatible response prove or interference the response, the so the time course between the automatic activation and the task processing cause the dynamical time feature of the SRC (Kornblum, 1997). Yet the DO model has gotten many supports, it hasn't been tested in the paradigm of the precue task. At the same time, company with the development of the Environment Psychology, the effect of the ex-information in the environment on the inside information processing has drown much attention, does the validity probability of the cue have any influence on the cue compatibility? How about the relationship of the cue compatibility and the SRC? Research on the questions will reveal the characteristics of the human information processing, enhance the knowledge of the compatibility phenomena and resource, enlarge the field of SRC and produce more practice usage on the design of human-machine system. The mechanism and influence factors of symbolic compatibility between cue and stimulus were investigated within a precueing paradigm. The influence of the dimension overlapping relation between the cue and the stimulus, cue and the response on the reaction time were studied under the different kinds of SRC, to test whether or not it confirms the dimension overlap hypothesis, to test is there any effect of SOA and validity probability of cues on the cue compatibility. The results showed that the cue compatibility exists and owns such features: 1, It confirms the dimension overlap model that the cue which dimension overlapped with the stimulus or the response will influence the efficiency of the processing, the reaction time is shorter when the cue is congruent with the stimulus or the response that that of the incongruent cue; 2, Consistent to the automatic activation hypothesis, the time course is the important characteristic of the cue compatibility. The largest compatibility effect can be gotten from the middle duration of SOA. 3, The validity probability of cues influence the cue compatibility significantly, the strength of the cue compatibility effect grows stronger with the higher validity probability of cues. 4, The cue compatibility affect the effect of SRC, especially when the cue is compatible with the stimulus; 5, The cue compatibility has two-fold meaning, the cue-stimulus compatibility and the cue-response compatibility, the former is stronger than the later when they compete each other. In summary, the compatibility, the basic feature of human information processing, is proved by the research, and the dimension overlap model and automatic activation hypothesis is tested by the studying on the cue compatibility.

计算机环境下的呈现方式对学生样例学习的影响

This study designed tow experiments to explore the effect of two presentation forms(liner presentation and concept-map navigation presentation)on the student's learning process. Using the method of protocal analysis and the learning path records of these students, the author of this paper further analysed the information-processing process of these students. The main results showed as follows: (1) In the initial study phase, the main effects of both the presentation form and the learner type were obvious, and the interaction effect of these two variables was also obvious. Contrasting with the liner presentation form, the concept map navigation form interfered with the learning process of the student, especially the learning-disabled students. (2) There was a significant difference between excellent students and learning-disabled learning-disabled on self explanations amount. Excellent students produced more self- explanations than learning-disabled students, especially on two phases of learning from the the example and the conclusion. (3) Under the same learning path, the main effect of the learner type variable was obvious, the main effect of the presentation form and interaction effect of these two variables weren't obvious. But the liner presentation grouped still acquired a better result than the concept-map navigation presentation groupe.