视觉工作记忆对自上而下注意控制影响的发展研究
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摘要
注意控制主要探讨个体以何种方式选择性地注意外界信息,主要有两种方式。一种是自下而上注意控制,又称刺激驱动注意控制,个体加工哪些刺激受刺激项目的特点决定;另一种是自上而下注意控制,又称目标导向注意控制,个体加工哪些信息受他们头脑中业已形成的目标定势的影响。其中,自上而下注意控制在注意选择过程中起着重要作用。同时,工作记忆中信息内容的性质和工作记忆负荷影响自上而下注意控制过程。
本论文目的是从发展角度探讨视觉工作记忆对自上而下注意控制的影响。四个研究均采用记忆任务与视觉搜索任务相结合的范式,以小学三、四、五年级学生为被试,从视觉工作记忆中信息性质和视觉工作记忆负荷两个角度考察了视觉工作记忆对自上而下注意控制影响的发展特点与规律,并探讨了视觉工作记忆对自上而下注意控制的影响机制。
研究一探讨了视觉工作记忆中信息性质和负荷对自上而下注意控制影响的发展特点;研究二探讨了视觉工作记忆容量的个体差异对自上而下注意控制的影响;研究三探讨了学优生与学困生自上而下注意控制的特点;研究四探讨了视觉工作记忆对自上而下注意控制的影响机制。结果表明:
(1)自上而下注意控制存在年级差异,小学五年级学生的成绩显著优于小学三年级学生,这说明小学三年级到五年级阶段可能是自上而下注意控制能力的一个快速发展期。
(2)不同视觉工作记忆容量学生的自上而下注意控制能力存在差异,高视觉工作记忆容量学生的成绩显著优于低视觉工作记忆容量学生。
(3)不同学习能力水平学生的自上而下注意控制能力存在差异,学优生的成绩显著优于学困生。
(4)视觉工作记忆中信息性质影响自上而下注意控制,其影响作用是通过记忆项目特征是否与目标项目特征相匹配来实现,但这个影响过程不受视觉工作记忆容量大小的制约。
(5)视觉工作记忆负荷影响自上而下注意控制,且这个影响过程受个体视觉工作记忆容量大小的制约。
The process of attention is based on two ways of attentional control. Attentional control focus on how do sensory input become attended. On the one hand, current behavioral goals can modulate processing of sensory input, which was called top-down or goal-directed attentional control. On the other hand, properties of the stimulus constrain the implementation of attentional goals, which was called bottom-up or stimulus-driven attentional control. More and more evidence confirmed that top-down attentional play a core role in attentional capture. Some evidence suggests that both working memory contents and load can influences top-down attentional control.
This these investigated how visual working memory influence top-down attentional control from developmental perspective. Using dual-task paradigm (one task is memory task, the other is visual search task), with the participants of 3,4 and 5 grade primary school students, four studies investigated how visual working memory contents and load influence top-down attentional control.
Study 1 investigated the influence of visual working memory contents and load to top-down attentional control from developmental perspective. Study 2 examined the influence of individual difference in visual working memory capacity on top-down attentional control. Study 3 measured the difference in top-down attentional control between high-score students and low-score students. Study 4 explored the mechanism of visual working memory influence on top-down attentional control. The results showed that:
(1) The age difference in top-down attentional control among 3, 4 and 5 grade is significant, the performances of 5 grade students are better than 3 grade students.
(2) There is significant difference between high and low visual working memory capacity students in top-down attentional control, the performances of high visual working memory capacity students are better than low visual working memory capacity students.
(3) There is significant difference between high-score students and low-score students in top-down attentional control, the performances of high-score students are better than low-score students.
(4) Visual working memory contents influence top-down attentional control, which was based on whether the properties of memory item matched the properties of target item. Moreover, the effects of visual working memory contents on top-down attentional control were not constrained by visual working memory capacity.
(5) Visual working memory load has an effect on top-down attentional control, which was modulated by visual working memory capacity.
本论文目的是从发展角度探讨视觉工作记忆对自上而下注意控制的影响。四个研究均采用记忆任务与视觉搜索任务相结合的范式,以小学三、四、五年级学生为被试,从视觉工作记忆中信息性质和视觉工作记忆负荷两个角度考察了视觉工作记忆对自上而下注意控制影响的发展特点与规律,并探讨了视觉工作记忆对自上而下注意控制的影响机制。
研究一探讨了视觉工作记忆中信息性质和负荷对自上而下注意控制影响的发展特点;研究二探讨了视觉工作记忆容量的个体差异对自上而下注意控制的影响;研究三探讨了学优生与学困生自上而下注意控制的特点;研究四探讨了视觉工作记忆对自上而下注意控制的影响机制。结果表明:
(1)自上而下注意控制存在年级差异,小学五年级学生的成绩显著优于小学三年级学生,这说明小学三年级到五年级阶段可能是自上而下注意控制能力的一个快速发展期。
(2)不同视觉工作记忆容量学生的自上而下注意控制能力存在差异,高视觉工作记忆容量学生的成绩显著优于低视觉工作记忆容量学生。
(3)不同学习能力水平学生的自上而下注意控制能力存在差异,学优生的成绩显著优于学困生。
(4)视觉工作记忆中信息性质影响自上而下注意控制,其影响作用是通过记忆项目特征是否与目标项目特征相匹配来实现,但这个影响过程不受视觉工作记忆容量大小的制约。
(5)视觉工作记忆负荷影响自上而下注意控制,且这个影响过程受个体视觉工作记忆容量大小的制约。
The process of attention is based on two ways of attentional control. Attentional control focus on how do sensory input become attended. On the one hand, current behavioral goals can modulate processing of sensory input, which was called top-down or goal-directed attentional control. On the other hand, properties of the stimulus constrain the implementation of attentional goals, which was called bottom-up or stimulus-driven attentional control. More and more evidence confirmed that top-down attentional play a core role in attentional capture. Some evidence suggests that both working memory contents and load can influences top-down attentional control.
This these investigated how visual working memory influence top-down attentional control from developmental perspective. Using dual-task paradigm (one task is memory task, the other is visual search task), with the participants of 3,4 and 5 grade primary school students, four studies investigated how visual working memory contents and load influence top-down attentional control.
Study 1 investigated the influence of visual working memory contents and load to top-down attentional control from developmental perspective. Study 2 examined the influence of individual difference in visual working memory capacity on top-down attentional control. Study 3 measured the difference in top-down attentional control between high-score students and low-score students. Study 4 explored the mechanism of visual working memory influence on top-down attentional control. The results showed that:
(1) The age difference in top-down attentional control among 3, 4 and 5 grade is significant, the performances of 5 grade students are better than 3 grade students.
(2) There is significant difference between high and low visual working memory capacity students in top-down attentional control, the performances of high visual working memory capacity students are better than low visual working memory capacity students.
(3) There is significant difference between high-score students and low-score students in top-down attentional control, the performances of high-score students are better than low-score students.
(4) Visual working memory contents influence top-down attentional control, which was based on whether the properties of memory item matched the properties of target item. Moreover, the effects of visual working memory contents on top-down attentional control were not constrained by visual working memory capacity.
(5) Visual working memory load has an effect on top-down attentional control, which was modulated by visual working memory capacity.
引文
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