CAJ | 학술논문

视、听材料同时识记、瞬时记忆效果并非普遍降低。材料数量影响视、听同时瞬时记忆效果的变化及其方向;无意义联系汉字数量超记忆广度时,视、听同时瞬时记忆相对效果与非同时识记相比提高。材料数量也影响视、听同时瞬时记忆的相对优势及重现方式。这些结果倾向于表明,材料数量在记忆广度内及超记忆广度时,视、听同时瞬时记忆的组织加工不同。呈现速度只影响记忆优势及重现方式。根据多项分析,可以认为视、听通道标签是组织视、听同时瞬时记忆最鲜明的标签,经过识记5个视、听同时字表,视、听同时识记效果有提高趋势。
시、은재료동시식기、순시기억효과병비보편강저。재료수량영향시、은동시순시기억효과적변화급기방향;무의의련계한자수량초기억엄도시,시、은동시순시기억상대효과여비동시식기상비제고。재료수량야영향시、은동시순시기억적상대우세급중현방식。저사결과경향우표명,재료수량재기억엄도내급초기억엄도시,시、은동시순시기억적조직가공불동。정현속도지영향기억우세급중현방식。근거다항분석,가이인위시、은통도표첨시조직시、은동시순시기억최선명적표첨,경과식기5개시、은동시자표,시、은동시식기효과유제고추세。
Synchronous presentation of visual and auditory wordpair of different lengths(2-16 words) and in different presentation rates (1″,0.5″) were usedfor simultaneous memorization. The results indicated that, in comparison with control tests (singlechannel), the efficiency of simultaneous memorization of visual and auditoryword-pair is lower, the № of errors is greater when only one word-pair istested; the efficiency of simultaneous memorization either becomes greateror shows no change and the № of errors becomes less as the amount oflearning material is increased around the sum of memory span; the efficiencyof simultaneous memorization is higher, the № of errors is less as the amountof words exceeds the sum of memory span. The variations or reaction time and the variations of the efficiency ofsimultaneous memorization were related (under some conditions of materialwas either at the short or long section). Visual immediate memory predominates as the amount of V-A words isless than the sum of memory pan; auditory immediate memory predominates as the amount of learning material exceeds the sum of memory span. The analysis of the order of recall, the difficulty of discovering theinserted meaning ful connection between V-A words even there were nomeanignful connections within channel and the comparison of the relativelarge № of errors of displacement with the much lesser amount of confusionbetween V-A words revealed that the tag of sensory channels is the mostsalient processing tag. The direction of the variation of the efficiency ofsimultaneous immediate memory and the variation of memory dominanceseemed to show that the processing of simultaneous immediate memory isdifferent according as the amount of laarning material is below or exceedsthe sum of memory span. The influence of presentation rate is relatinely slight. The results also inclined to indicate that practice may elevate theefficiency of simultaneous memorization.