【作者】 李平；

【导师】 李伟健；

【作者基本信息】 浙江师范大学 ， 发展与教育心理学， 2015， 硕士

【副题名】基于加工流畅性还是信念？

【摘要】 大量研究证据表明,材料的生命度在视觉、注意以及语言加工等过程中均扮演着重要的角色(Caramazza & Maho n,2003;New,Cosmides, & Tooby,2007；Pratt, Radulescu Guo,& Abrams,2010).记忆领域的研究同样发现,有生命材料的记忆成绩优于无生命材料,即出现记忆的生命度效应(Bonin,Gelin, & Bugaiska,2014； Nairne,VanArsdall,Pandeirada,Cogdill,& LeBreton,2013；VanArsdall,Nairne, Pandeirada,&Blunt,013；VanArsdall,Nairne,Pandeirada, & Cogdill,2014).既然生命度影响最基本的认知加工过程,那么也有可能影响较高级别的认知过程——元认知(Palmore,Garcia,Bacon,Johson,& Kelemen,2012).以往研究考察了大量不同类型的线索对元认知监测的影响(Bjork,Dunlosy,& Kornell,2013),然而,鲜有研究探讨生命度在元认知中的作用。对这一问题的考察有助于我们更好的理解个体如何监测和调节他们自身的学习,并且能够为生命度对高级认知的影响提供新的研究证据。根据线索利用模型的观点(Koriat,1997),个体对有、无生命材料的学习监测可能依赖于两种因素：加工流畅性和记忆信念。本研究通过3个实验,系统探讨学习材料的生命度对学习判断的影响,以及加工流畅性和记忆信念的作用。实验1以中文汉语词汇为材料,通过两个分实验初步考查生命度对学习判断的影响,均采用2(生命度：有生命,无生命)×3(trial:1,2,3)被试内设计。结果发现,记忆成绩方面,和以有研究结果一致,有生命词汇的记忆成绩显著高于无生命词汇。更重要的是,有生命词汇的学习判断值显著高于无生命词汇,出现学习判断的生命度效应。这说明生命度是个体进行学习判断的一个有效线索。实验2以自定步调学习时间为指标,考察加工流畅性在学习判断生命度效应中发挥的作用。结果发现,有生命词汇和无生命词汇的自定步调学习时间并不存在显著差异。这说明加工流畅性在学习判断的生命度效应上发挥的作用有限。实验3考察记忆信念的作用,要求被试阅读一段实验指导语并估计有生命和无生命词的回忆成绩。结果发现,被试估计有生命词汇的回忆成绩优于无生命词汇。这说明记忆信念在学习判断的生命度效应上发挥重要作用。研究得出以下结论：(1)记忆中存在生命度效应,即有生命词汇的记忆成绩优于无生命词汇(2)生命度是学习判断的一个有效线索,即有生命词汇的学习判断值高于无生命词汇,出现学习判断的生命度效应；(3)相比于加工流畅性,记忆信念在学习判断的生命度效应中发挥更大作用。更多还原

【Abstract】 Several lines of evidence suggest that the animacy quality of materials plays an important role in visual, attentional and linguistic processing (Caramazza & Mahon, 2003; New, Cosmides, & Tooby,2007; Pratt, Radulescu, Guo, & Abrams,2010). Recent research by Nairne, VanArsdall, Pandeirada, Cogdill, and Le Breton (2013) has demonstrated that animacy is also a critical mnemonic dimension and animate words are remembered better than inanimate words, which refer to as the animacy effect (see also Bonin, Gelin, & Bugaiska,2014; VanArsdall, Nairne, Pandeirada, & Blunt,2013; VanArsdall, Nairne, Pandeirada, & Cogdill,2014). Given that animacy plays a role in these basic cognitive processes, it may also affect higher order cognitive process-metamemory (e.g. Palmore, Garcia, Bacon, Johnson, & Kelemen,2012). Researchers have documented a variety of cues and heuristics that people use to make memory monitoring (Bjork, Dunlosky, & Kornell,2013, for a review). However, little research has examined the role that animacy plays in metamemory. Investigation of animacy effect on metamemory can contribute to our understanding of how people monitor and regulate their own learning and could potentially provide evidence supporting the idea that animacy plays a role in higher cognitive process.Following Koriat’s (1997) cue-utilization framework, we propose that people’s ability to monitor their learning of animate versus inanimate material might depend upon two factors:processing fluency and beliefs about memory. The current study investigates the role of animacy in memory monitoring. Using Chinese animate or inanimate words, our main goal was to examine whether animacy influences predictions. To foreshadow, we found an effect of animacy on JOLs in Experiment 1, and therefore, a second goal of the study was to try to understand how this cue might inform predictions. Specifically, In Experiment 2, we investigated the possibility that processing fluency, as measured by study time mediates the relationship between animacy and JOLs. In Experiment 3, we changed our focus to examine whether people have a belief about animacy. To do so, a questionnaire was designed; participants read a description of an experiment and predict recall performance for animate and inanimate words without actually having the experience that participants in the actual experiment have.The results from the recall performance of Experiment 1 replicated the findings of previous studies (Bonin et al.,2014; Nairne et al.,2013; VanArsdall et al.,2013; VanArsdall et al.,2014) and expanded to Chinese words. More critically, animacy was used as a cue for metamemory judgments, with particpants assigning higher JOLs for animate than inanimate words. The self-paced study time in Experiment 2 revealed no difference between animate and inanimate, suggests that processing fluency plays a minimal role in the animacy effect on JOLs. The predictions in Experiment 3 revealed that particpants gave higher estimates for animate words than inanimate words, suggests that people have a priori beliefs about an effect of animacy on memory and therefore indicates that the results of Experiments 1 and 2 were driven by such beliefs.Conclusions were as follows:(1) Animate words are remembered better than inanimate words, which refer to as the animacy effect.(2) Animacy was used as a cue for metamemory judgments, with participants assigning higher JOLs for animate than inanimate words.(3) Beliefs but not processing fluency contributes substantially to the animacy effect on JOLs.更多还原