获取无意识结构知识的机制:主观熟悉感与刺激重复结构在人工语法学习中的作用

The nature of the distinction between conscious and unconscious knowledge is a core issue in the implicit learning field. Furthermore, the phenomenological experience associated with having knowledge is central to the conscious or unconscious status of that knowledge. Consistently, Dienes and Scott (2005) measured the conscious or unconscious status of structure knowledge using subjective measures. Believing that one is purely guessing when in fact one knows indicates unconscious knowledge. But unconscious structural knowledge can also be associated with feelings of intuition or familiarity. In this thesis, we explored whether phenomenological feelings, like familiarity, associated with unconscious structural knowledge could be used, paradoxically, to exert conscious control over the use of the knowledge, and whether people could obtain repetition structure knowledge. We also investigated the neural correlates of awareness of knowing, as measured phenomenologically. In study one, subjects were trained on two grammars and then asked to endorse strings from only one of the grammars. Subjects also rated how familiar each string they felt and reported whether or not they used familiarity to make their grammaticality judgment. We found subjects could endorse the strings of just one grammar and ignore the strings from the other. Importantly, when subjects said they were using familiarity, the rated familiarity for test strings consistent with their chosen grammar was greater than that for strings from the other grammar. Familiarity, subjectively defined, is sensitive to intentions and can play a key role in strategic control. In study two, we manipulated the structural characteristic of stings and explored whether participants could learn repetition structures in the grammatical strings. We measured phenomenology again and also ERPs. Deviant letters of ungrammatical strings violating the repetition structure elicited the N2 component; we took this to be an indication of knowledge, whether conscious or not. Strings which were attributed to conscious categories (rules and recollection) rather than phenomenology associated with unconscious structural knowledge (guessing, intuition and familiarity) elicited the P300 component. Different waveforms provided evidence for the neural correlates of different phenomenologies associated with knowledge of an artificial grammar.

问题之间共性关系的意识水平对平面几何解题迁移的影响

Transfer of learning is one of the major concepts in educational psychology. As cognitive psychology develops, many researchers have found that transfer plays an important part in problem solving, and the awareness of the similarity of related problems is important in transfer. So they become more interested in researching the problem of transfer. But in the literature of transfer research, it has been found that many researchers do not hold identical conclusions about the influence of awareness of related problems during problem solving transfer. This dissertation is written on the basic of much of sub-research work, such as looking up literature concerning transfer of problem solving research, comparing the results of research work done recently and experimental researches. The author of this dissertation takes middle school students as subjects, geometry as materials, and adopts factorial design in his experiments. The influence of awareness of related problems on problem solving transfer is examined from three dimensions which are the degree of difficulty of transfer problems, the level of awareness of related problems and the characteristics of subjects themselves. Five conclusions have been made after the experimental research: (1) During the process of geometry problem solving, the level of awareness of related problems is one of the major factors that influence the effect of problem solving transfer. (2) Either more difficult or more easy of the transfer problems will hinder the influence of awareness of related problems during problem solving transfer, and the degree of difficulty of the transfer problems have interactions with the level of awareness of related problems in affecting transfer. (3) During geometry problems solving transfer, the level of awareness of related problems has interactions with the degree of student achievement. Compared with the students who have lower achievement, the influence of the level of the awareness is bigger in the students who have higher achievement. (4) There is positive correlation between geometry achievement and reasoning ability of the middle school students. The student who has higher reasoning ability has higher geometry achievement, while the level of awareness is raised, the transfer achievement of both can be raised significantly. (5) There is positive correlation between geometry achievement and cognitive style of the middle school students. The student who has independent field tendency of cognitive style has higher geometry achievement, while the level of awareness is raised, the transfer achievement of both can be raised significantly. At the end of the dissertation, the researcher offers two proposals concerning Geometry teaching on the basis of the research findings.

印象形成中同化和对比效应研究

Impression formation is an important aspect of person perception and has important interpersonal consequences. There are assimilation and contrast effects in impression formation and is still considerable debate regarding the best way to account for them. This present research used trait-implying sentences as priming materials, trait inferences sever as self-generated primes, examined the effect of different trait knowledge in assimilation and contrast effects. Experiment 1 determined the priming and target stimuli of this research by pretest. In experiment 2, participants read trait-implying sentences and resulted in trait inference as self-generated primes, examined the influence of trait activation on impression formation. The results indicated that participants instructed to memorize trait-implying sentences showed assimilation effect, whereas participants instructed to form impression from trait-implying sentences showed contrast effect. Difference to previous studies that emphasized the impact of awareness of the prime in impression formation, this research paid attention to the impact of different trait knowledge that resulted from trait inference. Experiment 3 studied the influence of actor salience on impression formation. The results indicated that when trait-implying sentences that described actors with names and were accompanied with photos of the actors, participants showed contrast under both memorization and impression instructions. Experiment 4 studied the influence of attribution context on assimilation and contrasts. The results showed that contrast ensued when trait-implying sentences were accompanied with the information that suggested a person attribution, whereas assimilation ensued when that information suggested a situation attribution, independent of processing goals. Experiment 5 made a direct test of the effect of different trait knowledge in impression formation. The results discovered that when abstract trait concepts were activated they act as a general interpretation frame in encoding stage, whereas when specific actor-trait links were activated, the activated information is likely to be used as a comparative standard in judgment stage. All studied indicated that there are two types of activated trait knowledge in trait inference: abstract trait concepts versus specific actor-trait links. When trait inference activated abstract trait concepts, the activated information serves as interpretation frame and lead to assimilation effect during impression formation, when trait inference activated specific actor-trait links, the activated information is more likely to be used as a comparative standards and resulted in contrast effects. These findings have important implications for understanding the mechanism of impression formation and practical values for interpersonal communication.