执行意向对前瞻记忆影响的发展研究
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摘要
前瞻记忆是相对于回溯记忆提出来的,是指对未来某一时刻将要完成某项或某些意向活动的记忆。执行意向是指个体根据特定情境所做出的具体行动计划,它可以增加靶线索的显著性及靶-意向的联结强度,从而提高意向行为实施的可能性。执行意向作为一种计划形成的策略,在许多领域都证实了其有效性,但执行意向能否提高前瞻记忆成绩以及在何种条件下提高前瞻记忆成绩还存在不一致的结论。
本研究采用实验室研究范式,选取小四、初二和高二在校生为被试,通过两个实验分别探讨了在聚焦和非聚焦条件下,执行意向对三个年龄段被试前瞻记忆的影响,并进一步探讨了前瞻记忆的加工机制以及执行意向对前瞻记忆的影响机制。
实验一探讨了执行意向对聚焦加工前瞻记忆任务的影响。结果表明:前瞻记忆的年龄主效应显著。进一步分析显示高二显著优于小四;初二优于小四,达到边缘显著水平;高二优于初二,但差异不显著。指导语类型主效应边缘显著,进一步分析显示小四执行意向效应边缘显著;初二标准前瞻记忆指导语组成绩优于执行意向组,但没有达到显著水平;高二基本不存在执行意向效应。
实验二探讨了执行意向对非聚焦加工前瞻记忆任务的影响。结果表明:前瞻记忆的年龄主效应非常显著,高二和初二都显著优于小四,高二优于初二,但差异不显著。指导语类型的主效应显著,进一步分析显示小四执行意向效应显著;初二标准前瞻记忆指导语组成绩优于执行意向组,但没有达到显著水平;高二基本不存在执行意向效应。
结合实验一和实验二,本研究主要得到以下结论:青少年前瞻记忆的发展呈上升趋势,高二优于初二,初二优于小四;聚焦加工的前瞻记忆成绩显著优于非聚焦加工的前瞻记忆成绩,且相比非聚焦加工,聚焦加工显现更大的年龄效应;执行意向能有效促进小四和初二学生的前瞻记忆成绩,高二学生的前瞻记忆成绩基本不存在执行意向效应;聚焦条件下,形成执行意向能引发前瞻记忆相对自动的提取过程,而非聚焦条件下,执行意向对前瞻记忆的促进其实是一种动机控制,改变了被试的注意分配策略;两个实验结合起来支持Mcdaniel和Einstein提出的多重加工的观点。
Prospective memory, in contrast to retrospective memory, is defined as remembering to carry out an or several intended actions at some designated point in the future. Implementation intention refers to detailed action plans one has made by specific situation cues, it can increase the significance of the target cues and strengthen the association of target cues and intended actions, thereby increase possibilities of performing the intended actions. As a powerful self-regulatory strategy, the effectiveness of implementation intention has confirmed in many realms, but whether it can facilitate the performance of prospective memory, as well as on what conditions it can facilitate the performance of prospective memory, still has inconsistent conclusions.
In this study, we used laboratory paradigm, selected primary school students in Grade Four, junior middle school students in Grade Two, senior middle school students in Grade Two as subjects,explored the effects of implementation intention on prospective memory performance of three different age groups, and further explored processing mechanism of prospective memory and influencing mechanism of implementation intention on prospective memory.
Experiment 1 tested the effects of implementation intention on prospective memory with focal cues prospective memory tasks. The results showed that age effect of prospective memory was significant, senior middle school students were significantly better than primary school students; junior middle school students were marginal significantly better than primary school students; senior middle school students were better than junior middle school students, but not statistical significant. Instruction effect of prospective memory was marginal significant, further analysis showed that implementation intention instruction group was marginally better than prospective memory group with primary school students; implementation intention instruction group was better than prospective memory group with junior middle school students, but not statistical significant; there was little implementation intention effect with junior middle school students.
Experiment 2 studied the influences of implementation intention on prospective memory with nonfocal cues prospective memory tasks. The results showed that age effect of prospective memory was highly significant, senior middle school students and junior middle school students were all highly significantly better than primary school students, senior middle school students were better than junior middle school students, but not statistical significant. Instruction effect of prospective memory was significant, further analysis showed that implementation intention instruction group was better than prospective memory group with primary school students; implementation intention instruction group was better than prospective memory group with junior middle school students, but not statistical significant; there was little implementation intention effect with junior middle school students.
Combined experiment 1 and 2, conclusions were drawn: the development trajectory of young adults' prospective memory still rised, senior middle school students were better than junior middle school students, junior middle school students were better than primary school students; focal cues prospective memory performance was significantly better than nonfocal cues prospective memory performance, and compared with nonfocal process, focal process appeared greater age effect; implementation intention could effectively facilitate prospective memory performance of primary school students and junior middle school students, but there was little implementation intention effect with senior middle school students; for the focal process condition, implementation intention could initiate relatively automatic process, but for the nonfocal process condition, facilitation of prospective memory performance was a kind of motivational control, it actually changed people's attentional allocation strategies; based on experiment 1 and 2, the study supported the multiprocess framework by McDaniel and Einstein.
本研究采用实验室研究范式,选取小四、初二和高二在校生为被试,通过两个实验分别探讨了在聚焦和非聚焦条件下,执行意向对三个年龄段被试前瞻记忆的影响,并进一步探讨了前瞻记忆的加工机制以及执行意向对前瞻记忆的影响机制。
实验一探讨了执行意向对聚焦加工前瞻记忆任务的影响。结果表明:前瞻记忆的年龄主效应显著。进一步分析显示高二显著优于小四;初二优于小四,达到边缘显著水平;高二优于初二,但差异不显著。指导语类型主效应边缘显著,进一步分析显示小四执行意向效应边缘显著;初二标准前瞻记忆指导语组成绩优于执行意向组,但没有达到显著水平;高二基本不存在执行意向效应。
实验二探讨了执行意向对非聚焦加工前瞻记忆任务的影响。结果表明:前瞻记忆的年龄主效应非常显著,高二和初二都显著优于小四,高二优于初二,但差异不显著。指导语类型的主效应显著,进一步分析显示小四执行意向效应显著;初二标准前瞻记忆指导语组成绩优于执行意向组,但没有达到显著水平;高二基本不存在执行意向效应。
结合实验一和实验二,本研究主要得到以下结论:青少年前瞻记忆的发展呈上升趋势,高二优于初二,初二优于小四;聚焦加工的前瞻记忆成绩显著优于非聚焦加工的前瞻记忆成绩,且相比非聚焦加工,聚焦加工显现更大的年龄效应;执行意向能有效促进小四和初二学生的前瞻记忆成绩,高二学生的前瞻记忆成绩基本不存在执行意向效应;聚焦条件下,形成执行意向能引发前瞻记忆相对自动的提取过程,而非聚焦条件下,执行意向对前瞻记忆的促进其实是一种动机控制,改变了被试的注意分配策略;两个实验结合起来支持Mcdaniel和Einstein提出的多重加工的观点。
Prospective memory, in contrast to retrospective memory, is defined as remembering to carry out an or several intended actions at some designated point in the future. Implementation intention refers to detailed action plans one has made by specific situation cues, it can increase the significance of the target cues and strengthen the association of target cues and intended actions, thereby increase possibilities of performing the intended actions. As a powerful self-regulatory strategy, the effectiveness of implementation intention has confirmed in many realms, but whether it can facilitate the performance of prospective memory, as well as on what conditions it can facilitate the performance of prospective memory, still has inconsistent conclusions.
In this study, we used laboratory paradigm, selected primary school students in Grade Four, junior middle school students in Grade Two, senior middle school students in Grade Two as subjects,explored the effects of implementation intention on prospective memory performance of three different age groups, and further explored processing mechanism of prospective memory and influencing mechanism of implementation intention on prospective memory.
Experiment 1 tested the effects of implementation intention on prospective memory with focal cues prospective memory tasks. The results showed that age effect of prospective memory was significant, senior middle school students were significantly better than primary school students; junior middle school students were marginal significantly better than primary school students; senior middle school students were better than junior middle school students, but not statistical significant. Instruction effect of prospective memory was marginal significant, further analysis showed that implementation intention instruction group was marginally better than prospective memory group with primary school students; implementation intention instruction group was better than prospective memory group with junior middle school students, but not statistical significant; there was little implementation intention effect with junior middle school students.
Experiment 2 studied the influences of implementation intention on prospective memory with nonfocal cues prospective memory tasks. The results showed that age effect of prospective memory was highly significant, senior middle school students and junior middle school students were all highly significantly better than primary school students, senior middle school students were better than junior middle school students, but not statistical significant. Instruction effect of prospective memory was significant, further analysis showed that implementation intention instruction group was better than prospective memory group with primary school students; implementation intention instruction group was better than prospective memory group with junior middle school students, but not statistical significant; there was little implementation intention effect with junior middle school students.
Combined experiment 1 and 2, conclusions were drawn: the development trajectory of young adults' prospective memory still rised, senior middle school students were better than junior middle school students, junior middle school students were better than primary school students; focal cues prospective memory performance was significantly better than nonfocal cues prospective memory performance, and compared with nonfocal process, focal process appeared greater age effect; implementation intention could effectively facilitate prospective memory performance of primary school students and junior middle school students, but there was little implementation intention effect with senior middle school students; for the focal process condition, implementation intention could initiate relatively automatic process, but for the nonfocal process condition, facilitation of prospective memory performance was a kind of motivational control, it actually changed people's attentional allocation strategies; based on experiment 1 and 2, the study supported the multiprocess framework by McDaniel and Einstein.
引文
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杜智娟.(2007).前瞻记忆的影响因素研究.河南大学研究生硕士学位论文
范新,章凯,袁颖洁.(2009).基于心理意向的目标承诺概念的模型扩展.科学学与科学技术管理,6:149-154
郭秀艳.(2004).实验心理学.北京:人民教育出版社,449-452
郭玮.(2008).老年人基于事件的前瞻记忆的影响因素及脑机制研究.华东师范大学博士学位论文
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