任务数量与工作记忆容量对交错学习的影响

doi:10.12139/j.1672-0628.2022.01.003

摘要/Abstract

摘要： 研究以分子结构式为材料，让被试在单任务或双任务条件下以集中呈现和交错呈现的方式进行学习，并通过操作广度、旋转广度和对称广度任务测量工作记忆容量（working memory capacity, WMC），探究在基于规则类别学习中交错呈现优势的稳定性。结果显示，交错呈现优势仅体现在文科生中；而对于理科生，集中呈现效果较佳。另外，任务数量和WMC均不影响交错呈现优势，表明交错呈现优势稳定存在于单任务和双任务条件中，且不同WMC的个体均能从交错学习获益。

关键词: 交错呈现, 双任务, 工作记忆容量, 学科类型

Abstract: The study aimed to investigate the stability of the interleaving effect in rule-based category learning. Participants were asked to learn in single- or dual-task conditions where the stimuli were presented in blocked and interleaved conditions. Operation span, rotation span, and symmetry span tasks were used to measure working memory capacity (WMC). The results showed that those whose majors belonged to the liberal arts were benefited more from the interleaved presentation. In contrast, those whose majors belonged to the sciences benefited from blocking learning. In addition, neither task number nor WMC affected the interleaving effect, indicating that the advantage of interleaving learning is stable in both single and dual-task conditions, and individuals with different WMC benefit from interleaving learning.

Key words: interleaved presentation, dual task, working memory capacity, subject type

中图分类号:

B842

王家慰, 冼美君, 邢强. 任务数量与工作记忆容量对交错学习的影响[J]. 心理与行为研究, 2022, 20(1): 15-21.

WANG Jiawei, XIAN Meijun, XING Qiang. The Impact of Task Number and Working Memory Capacity on Interleaving Learning[J]. Studies of Psychology and Behavior, 2022, 20(1): 15-21.

参考文献

宋广文, 王瑞明. (2003). 文理科大学生不同阅读特点的实验研究. 心理科学, 26(1), 151–152, 139.
杨伟刚, 陈婉茹, 王有智, 宋宝萍. (2015). 知识背景效应对分类加工过程影响的眼动研究. 心理与行为研究, 13(2), 211–216
张厚粲, 郑日昌. (1982). 关于认知方式的测验研究——对我国大、中、小学生场依存性特征的调查分析. 心理科学, (2), 14–18
Ashby, F. G., Alfonso-Reese, L. A., Turken, A. U., & Waldron, E. M. (1998). A neuropsychological theory of multiple systems in category learning. Psychological Review, 105(3), 442–481.
Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R. A. (2013). Why interleaving enhances inductive learning: The roles of discrimination and retrieval. Memory & Cognition, 41(3), 392–402, doi: 10.3758/s13421-012-0272-7.
Caggiano, D. M., Jiang, Y., & Parasuraman, R. (2006). Aging and repetition priming for targets and distracters in a working memory task. Aging, Neuropsychology, and Cognition, 13(3–4), 552–573, doi: 10.1080/138255890969555.
Carvalho, P. F., Braithwaite, D. W., De Leeuw, J. R., Motz, B. A., & Goldstone, R. L. (2016). An in vivo study of self-regulated study sequencing in introductory psychology courses. PLoS One, 11(3), e0152115, doi: 10.1371/journal.pone.0152115.
Carvalho, P. F., & Goldstone, R. L. (2014). Effects of interleaved and blocked study on delayed test of category learning generalization. Frontiers in Psychology, 5, 936, doi: 10.3389/fpsyg.2014.00936.
Carvalho, P. F., & Goldstone, R. L. (2015). The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study. Psychonomic Bulletin & Review, 22(1), 281–288, doi: 10.3758/s13423-014-0676-4.
Carvalho, P. F., & Goldstone, R. L. (2017). The sequence of study changes what information is attended to, encoded, and remembered during category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1699–1719, doi: 10.1037/xlm0000406.
Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review, 12(4), 769–786, doi: 10.3758/BF03196772.
Eglington, L. G., & Kang, S. H. K. (2017). Interleaved presentation benefits science category learning. Journal of Applied Research in Memory and Cognition, 6(4), 475–485, doi: 10.1016/j.jarmac.2017.07.005.
Foster, J. L., Shipstead, Z., Harrison, T. L., Hicks, K. L., Redick, T. S., & Engle, R. W. (2015). Shortened complex span tasks can reliably measure working memory capacity. Memory & Cognition, 43(2), 226–236, doi: 10.3758/s13421-014-0461-7.
Guzman-Munoz, F. J. (2017). The advantage of mixing examples in inductive learning: A comparison of three hypotheses. Educational Psychology, 37(4), 421–437, doi: 10.1080/01443410.2015.1127331.
Kim, S. W., & Rehder, B. (2011). How prior knowledge affects selective attention during category learning: An eyetracking study. Memory & Cognition, 39(4), 649–665, doi: 10.3758/s13421-010-0050-3.
Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”. Psychological Science, 19(6), 585–592, doi: 10.1111/j.1467-9280.2008.02127.x.
Maddox, W. T., & Ashby, F. G. (2004). Dissociating explicit and procedural-learning based systems of perceptual category learning. Behavioural Processes, 66(3), 309–332, doi: 10.1016/j.beproc.2004.03.011.
Mutlu, M., & Temiz, B. K. (2013). Science process skills of students having field dependent and field independent cognitive styles. Educational Research and Reviews, 8(11), 766–776, doi: 10.5897/ERR2012.1104.
Noh, S. M., Yan, V. X., Bjork, R. A., & Maddox, W. T. (2016). Optimal sequencing during category learning: Testing a dual-learning systems perspective. Cognition, 155, 23–29, doi: 10.1016/j.cognition.2016.06.007.
Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2015). The power of examples: Illustrative examples enhance conceptual learning of declarative concepts. Educational Psychology Review, 27(3), 483–504, doi: 10.1007/s10648-014-9273-3.
Sana, F., Yan, V. X., & Kim, J. A. (2017). Study sequence matters for the inductive learning of cognitive concepts. Journal of Educational Psychology, 109(1), 84–98, doi: 10.1037/edu0000119.
Sana, F., Yan, V. X., Kim, J. A., Bjork, E. L., & Bjork, R. A. (2018). Does working memory capacity moderate the interleaving benefit. Journal of Applied Research in Memory and Cognition, 7(3), 361–369, doi: 10.1016/j.jarmac.2018.05.005.
Wang, J. W., Liu, Z. Y., Xing, Q., & Seger, C. A.,. (2020). The benefit of interleaved presentation in category learning is independent of working memory. Memory, 28(2), 285–292, doi: 10.1080/09658211.2019.1705490.
Wang, J. W., & Xing, Q. (2019). Metacognitive illusion in category learning: Contributions of processing fluency and beliefs. Advances in Cognitive Psychology, 15(2), 100–110, doi: 10.5709/acp-0260-3.
Zaki, S. R., & Salmi, I. L. (2019). Sequence as context in category learning: An eyetracking study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(11), 1942–1954, doi: 10.1037/xlm0000693.
Zulkiply, N., & Burt, J. S. (2013). The exemplar interleaving effect in inductive learning: Moderation by the difficulty of category discriminations. Memory & Cognition, 41(1), 16–27, doi: 10.3758/s13421-012-0238-9

[1]	刘湍丽, 郝兴风, 邢敏, 白学军. 网络成瘾对大学生推理能力的影响：工作记忆容量的中介作用[J]. 心理与行为研究, 2021, 19(5): 642-649.
[2]	王家慰, 邓泳珊, 邢强. 学习顺序和材料相似性对听觉类别学习的影响[J]. 心理与行为研究, 2019, 17(6): 750-755.
[3]	吴国来, 张婧婧, 任方圆, 杨晶晶, 酒艳红. 工作记忆容量与走神频率关系的元分析[J]. 心理与行为研究, 2019, 17(4): 461-471.
[4]	刘含君兰, 赵守盈, 郭海辉. 篮球运动员视觉工作记忆对注意控制的影响[J]. 心理与行为研究, 2018, 16(3): 315-320.
[5]	宋颖,张守臣,刘航宇. 工作记忆容量与第二语言水平关系的元分析[J]. 心理与行为研究, 2016, 14(3): 311-317.
[6]	宋淑娟,刘华山,. 数学-性别刻板印象对女生的威胁效应：场认知风格的调节作用^*[J]. 心理与行为研究, 2015, 13(3): 302-305.
[7]	尹华站；黄希庭；李丹；苏琴；李波. 时距加工的记忆负荷效应[J]. , 2012, 10(1): 7-11.
[8]	王一楠；宋耀武. 内源性眼跳与注意转移关系研究述评[J]. , 2011, 9(2): 154-160.
[9]	蔡笑岳,苏静. 工作记忆与领域知识在个体认知行为中的作用[J]. 心理与行为研究, 2008, 6(4): 306-310.
[10]	许锦民,郑希付,宫火良. 数学不良儿童的书写运动控制特征[J]. 心理与行为研究, 2008, 6(2): 94-97.