美术生和非美术生的动作记忆表象编码  

Imagery Encoding in Action Memory of Art Students and Non-art Students

作　　者：王丽娟 马嘉琳 WANG Lijuan;MA Jialin(School of Psychology,Northeast Normal University,Changchun 130024;Faculty of Education,Henan University,Kaifeng 475000)

机构地区：[1]东北师范大学心理学院,长春130024 [2]河南大学教育学部,开封475000

出　　处：《心理发展与教育》2023年第4期457-464,共8页Psychological Development and Education

基　　金：教育部人文社会科学研究规划基金项目(18YJA190016);河南省科技攻关项目(222102320175)。

摘　　要：研究发现表象通过促进记忆成绩、抑制知觉干扰和遗忘来促进操作效应,然而,以往研究忽略具体形象思维在表象加工中的作用。实验1和2选取美术生和非美术生来控制被试的具体形象思维水平,采用知觉干扰任务和定向遗忘范式探讨操作效应中具体形象思维水平对表象作用的影响。结果显示,相比非美术生,美术生的表象编码可增强记忆表现、抑制知觉干扰和遗忘。说明具体形象思维可能是表象编码促进操作效应的前提。Recently,some studies have found that imagery could promote the creation of the subject-performed task(SPT)effect by improving memory performance and inhibiting irrelevant perceptual interference and forgetting.However,these studies ignored the fact that the level of concrete image thinking is the basis of the smooth progress of imagery processing.Therefore,on the basis of previous studies,experiment 1 and 2 explored whether the ability of concrete imagery thinking is an important prerequisite for imagery to promote action memory and inhibit irrelevant interference and forgetting by controlling the participants'ability of concrete imagery thinking(art students or not).The results of experiment 1 and 2 showed that the ability of concrete image thinking can significantly affect the size of the SPT effect.Compared with non-art students,art students could enhance the inhibitory effect of image enco-ding on irrelevant perceptual interference and forgetting.

关 键 词：操作效应 具体形象思维 表象编码 促进 抑制 

分 类 号：B844[哲学宗教—发展与教育心理学]