学习方法对陌生语言字形学习的影响  

The Impact of Learning Method on Unfamiliar Visual Form Learning

作　　者：薛红莉[1] 梅磊磊 薛贵[3] 陈传升 董奇[3] 

机构地区：[1]安徽师范大学教育科学学院,芜湖241000 [2]华南师范大学心理学院,广州510631 [3]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [4]加州大学欧文分校心理与社会行为系,欧文92697

出　　处：《心理科学》2017年第5期1111-1116,共6页Journal of Psychological Science

基　　金：教育部人文社会科学研究青年基金项目(17YJC190027);安徽师范大学博士科研启动基金项目(2017XJJ014)的资助

摘　　要：采用学习——测查的范式,以陌生视觉单词(韩字)为材料,考察了学习方法对陌生语言字形学习效果的影响。在学习阶段,材料分别以连续重复(集中学习)和间隔重复(分散学习)方式呈现6遍,在学习之后半小时、1天以及1个星期之后,分别进行再认记忆测查。结果发现,虽然随着测查间隔时间的增长,两种学习条件的成绩都显著降低,但是在三次测查中,分散学习的成绩都明显好于集中学习。这一结果说明在排除语音、语义等其他言语元素的干扰之后,以分散学习的方式学习新字形的效果好于集中学习。Learning is one of the most important higher cognitive functions of human beings. So it is of vital importance to explore learning methods. The visual form is the carrier of the written language. In cognitive psychology, the visual form processing is the initial stage of reading, and the efficiency of processing visual form will directly affect the understanding of the word. In this sense, it is a critically important task to improve the learning efficiency of the vistial form. Existing evidence indicated that repeated learning can enhance memory. Compared with massed learning condition, materials under spaced learning condition have better memory performance, and this phenomenon is the spacing effect. Many studies have examined the effects of learning methods on the vocabulary learning of native languages or second languages; however, the impact of spacing effect on learning visual form is still unknown. As we know, vocabulary is a combination of the form, phonology and semantic. In the learning process, the verbal components such as form, phonology, semantic and so on are activated and influenced by each other. Therefore, it is difficult to separate the influence of the learning method from the learning of form, for example. The use of a new word system can avoid the use of verbal strategies to learn and memorize, to eliminate the interference of phonology and semantic, and to reveal the mechanism of the effect of learning methods. Using the study-test paradigm, the present study investigated the impact of learning method on unfamiliar visual form （i,~., Korean characters） learning. During the study phase, each character was presented successively in a massed condition, while separated by 11 other characters in a spaced condition. In both conditions, each character was presented for six times. Recognition memory tests were administered at half an hour （T 1）, one day （T2） and one week （T3） after learning. Results showed that subjects performed better in spaced learning in all the three recognit

关 键 词：集中学习 分散学习 视觉单词 间隔效应 

分 类 号：B842.3[哲学宗教—基础心理学]