盲生错误记忆和真实记忆研究  

A Study on False Memory and True Memory in Blind Students

作　　者：张增修[1] 郭秀艳[1] 李林[1] 郑丽[1] 

机构地区：[1]华东师范大学心理与认知科学学院,上海200062

出　　处：《心理科学》2017年第4期844-849,共6页Journal of Psychological Science

摘　　要：错误记忆指的是人们会回忆或再认那些没有出现过的事件。目前,针对错误记忆的研究多集中于视力正常的人群。国外近年来有针对视障人群错误记忆的研究认为,在听觉学习情境中视障成人有更好的真实记忆和更低的错误记忆。目前对于盲生的错误记忆特征尚缺乏研究。而盲文摸读作为视障人群重要的学习方式,其对视障人群的真实记忆和错误记忆的影响尚未有研究者关注。本研究以初中盲生和视力正常学生作为研究对象,采用DRM范式,发现被试采用阅读学习(盲生摸读盲文,视力正常学生阅读屏幕文字)和听觉学习两种学习方式下,都发现被试身上存在稳定的错误记忆;盲生的错误记忆显著低于视力正常学生。在摸读学习方式下,盲生真实记忆好于听觉学习方式。Research on false memory has shown that human memory is prone to various kinds of distortions and illusions, and human beings tend to falsely remember details that they did not in fact experience. In recent years the development of false memories among children and adolescents has been extensively studied. Most of these studies of false memory focused on sighted rather than blind populations. It was unclear how false memory operates among blind people in the Chinese learning context. The purpose of the current study was to test the impact of blindness on the fidelity of semantic memory using a false memory paradigm. Participants were recruited from middle schools in Shanghai and Zhejiang Province, ranging from the sixth to ninth graders. All blind students were congenitally blind or blind before 2-year-old. Using the Deese-Roediger-McDermott paradigm （DRM）, participants were first asked to learn ten 15-word lists （DRM false memory task） before being tested with a 60-word list for a recognition test, among which 30 words were learned, 20 irrelevant, and 10 critical lures. The 30 learned words were selected from the first, third, and eighth words presented in each of the ten learned word lists. The ten critical lures were strongly related to the ten learned word lists semantically whereas the 20 irrelevant words did not appear in any of the ten learned word lists, and were not related to these word lists semantically. We presented all the words in a fixed order which was randomized before the study. After learning the ten word lists, with a two-second presentation for each word, participants completed the recognition test immediately and responded whether they had learned the words appeared in the recognition test. Their responses were recorded by a computer and were used to derive the recognition of three types of words. The recognition tests were conducted using auditory word lists. We separate all subjects into two groups. To the first group, blind students were presented with words in Braille and were

关 键 词：错误记忆 盲生 真实记忆 DRM范式 

分 类 号：B842.3[哲学宗教—基础心理学]