共享方式对参照性交流学习过程和选择性注意的影响  

The Influence of Sharing Condition on the Process of Referential Communication Learning and Selective Attention

作　　者：张恒超[1] 

机构地区：[1]天津商业大学法学院心理学系,天津300134

出　　处：《心理学探新》2017年第4期307-312,共6页Psychological Exploration

基　　金：教育部人文社会科学研究青年基金项目(16YJC190029)

摘　　要：以288名大学生为被试,采用参照性交流范式,创设三种共享方式,通过学习任务和选择性注意任务,比较探查共享方式对参照性交流学习过程和选择性注意的影响。结果显示:(1)学习阶段6~10中,共享语言、共享语言+对象+表情两种条件间的正确率均无显著差异,但均显著高于共享语言+对象方式;(2)共享语言+对象+表情条件下被试揭开的维度数量极其显著高于共享语言+对象条件,共享语言条件极其显著高于其余条件。结果表明:各共享条件间的学习差异出现于参照性交流学习后半期,共享语言+对象方式的学习效果显著更差;共享语言条件下被试选择性注意水平显著更高,而共享语言+对象+表情条件极其显著高于共享语言+对象条件。288 students participated in the study. The study used with referential communication paradigm,creating three shared conditions,by the learning tasks and selective attention tasks to explore the influence of shared factors on the process of referential communication learning and selective attention. The result showed：（1） Learning stages 6-10,there was no significant difference in the correct rate between the shared language and the language ＋ object ＋ expression,but both were significantly higher than that of the shared language ＋ object;（2） The number of dimensions of the shared language ＋ object ＋ expression condition was extremely significantly higher than that of the shared language ＋ object,and the condition of the shared language was significantly higher than that of the other conditions. The results suggested：The learning differences between the shared conditions appeared in the second half of the learning process,and the learning effect of the shared language ＋ object condition was significantly worse;The selective attention level was significantly higher in the shared language,while the shared language ＋ object ＋ expression condition was significantly higher than that of the shared language ＋ object.

关 键 词：参照性交流 共享方式 学习 

分 类 号：B842.5[哲学宗教—基础心理学]