参照性交流与个人学习者学习成绩和选择性注意的比较  

Comparison of the Learning Scores and Selective Attention between Referential Communicators and Individual Learner

作　　者：张恒超[1] 阴国恩[2] 

机构地区：[1]天津商业大学法学院心理系,天津300134 [2]天津师范大学心理与行为研究院心理健康与社会心态协同创新中心,天津300074

出　　处：《心理研究》2015年第5期32-39,共8页Psychological Research

基　　金：天津市教育科学十二五规划重点课题(HE2014)

摘　　要：研究设计虚拟学习材料,通过功能预测学习任务和维度选择任务,探查参照性交流与个人学习者学习差异特点。结果表明:学习材料关系复杂性较低条件下,参照高分组block10成绩极其显著高于低分组和个人组;关系复杂性较高和高条件下,参照高分组和个人组均显著高于低分组;参照高分组和低分组间被试揭开维度平均数的相对量无显著差异,均极其显著高于个人组,且不受学习材料关系复杂性变化的影响。结果发现:不同复杂性材料下学习者间学习效果差异不同,但参照性交流学习者选择性注意水平一致高于个人学习者。The study designed three kinds of experimental materials. Through the functional prediction task and dimension selection task, it explored the differences of learning scores and selective attention between individual learning and referential communication learning. The results showed that： Under the condition of the lower relational complexity, the scores of the high-score group were significantly higher than those of the low-score group and individual group. Under the condition of the higher and highest relational complexity, the scores of the high-score group and individual group were significantly higher than those of the low-score group. The relativity of dimensional number between the high-score group with the low-score group had no significantly difference. The relativity of the referential communicators was significantly higher than the individual learner. The differences in dimension selection task were not affected by learning materials. The results suggested that： Under the condition of the different relational complexity, the differences of learning scores were different. Under the condition of the different relational complexity, the levels of selective attention of the referential communicators were significantly higher than the level of individual learners.

关 键 词：参照性交流 学习 选择性注意 

分 类 号：B842.3[哲学宗教—基础心理学]