從重復(fù)學(xué)習(xí)看內(nèi)隱和外顯記憶關(guān)系的ERP研究.pdf

1、首都師范大學(xué)碩士學(xué)位論文從重復(fù)學(xué)習(xí)看內(nèi)隱和外顯記憶關(guān)系的ERP研究姓名：李琦申請學(xué)位級別：碩士專業(yè)：基礎(chǔ)心理學(xué)指導(dǎo)教師：郭春彥20080401首都師范大學(xué)碩上論文從重復(fù)學(xué)習(xí)看內(nèi)隱記憶和外顯記憶關(guān)系的ERP研究ExploringtheRelationshipbetweenImplicitandExplicitMemorybyEventrelatedPotential(ERe)EffectsofRepeatedLearningTherela

2、tionshipbetweenimplicitmemoryandexplicitmemoryhasbeenheartedlyarguedTherearenumerousinfluencingfactorsaboutimplicitmemoryandexplicitmemory，suchas，repeatedlearning，depthofprocessing，dividedattention，interference，study—to—

3、testmodalitychanges，andageandSOonHowever，thereislittleresearchtoexploretherelationshipbetweenimplicitmemoryandexplicitmemoryfromtheaspectofrepetitionlearningandthechangeofattentionresourceAccordingtosomeresearchesaboutre

4、peatedlearningandattentionresource，thisdissertationputforwardtwohypotheticalpropositions：ontheonehand，ifampleattentionresourcescanbegained，repeatedlearningcanonlyimprovetheachievementofexplicitmemory；ontheotherhand，iflit

5、tleattentionresourcescanbegained，thefirstlearningcanonlyimprovetheachievementofimplicitmemorySo，doubleseparationphenomenonmightbeappearedNumerousstudieshavereporteddistinctneuralmechanismsbetweenimplicitandexplicit，encod

6、ingandretrievalUsingEvent—relatedPotentials(ERPs)，thepresentstudyusedastudytestparadigmtoinvestigatethedifferenceandsimilaritybetweenrepeatedlearningeffectsandoldneweffectsduringimplicitandexplicitmemorytest，inordertoenc

7、losetherelationshipbetweenimplicitmemoryandexplicitmemoryInthefirstexperiment，thematerialswithlowfrequencywords，intheinitialencodingstudyphase，participantswereaskedtojudgewhetherthetargetwordwasanounoraverbEachvisualstim

8、uluswaspresentedeitheronceortwice(repeatedlearning)OneofthetwowordsineachstimuluswasatargetandtheotherwasanontargetDuringthetestingphaseparticipantsperformedbothanexplicitmemorytest(old／newjudgment)andanindirectmemorytes

9、t(word／nonwordjudgment)ERPswererecordedduringbothstudy(encoding)andtest(retrieval)phasesTheresultsshowedthat(1)Thereweresignificantstudytypeeffectandrepetitioneffectinindirectanddirecttestbetween400and600ms(2)During400to

10、600msintervals，ifthereislittleattentionresource，firstlearningold／neweffectonlyoccurredovercentralscalplocationsinindirecttest(3)Old／neweffectmainlyappearedovercentralscalplocationsinindirecttestTheseresultsdemonstratedth