Memory-Cognitive-Psychology-IV-(2)-认知心理学课件

二、加工水平说oCraik&Lockhart（1972）最早提出，）最早提出，针对两种两种记忆说难以解决的以解决的问题：短短时记忆容量有限的性容量有限的性质没有没有实质的的说明；明；两种两种记忆的的编码方式存在不同，方式存在不同，难以解以解释；两种两种记忆都存在都存在遗忘，它忘，它们的特征的特征应该不不同，同，难以解以解释。o理理论假假设：记忆不存在不存在阶段性，保持段性，保持时间的的长短取决于加工的深度。短取决于加工的深度。二、加工水平说Craik&Lockhart（1972）1II:LEVEL OF PROCESSING HYPOTHESISII:LEVEL OF PROCESSING HYPOTHESISoCraik and Lockhart(1972)first proposed that the problem with the two stage memory model is difficult to be resolved:(1)the limited nature of the short-term memory capacity is not specified;(2)two stage memory encoding are different and difficult to explain;(3)if two stage memory is forgotten and their characteristics should be different,therefore,difficult to explain.oTheoretical hypothesis:memory storage does not exist,the length of retaining time depends on the depth of processing.II:LEVEL OF PROCESSING HYPOTH2o1、记忆保持的保持的时间长短是加工深度的直接函数，短是加工深度的直接函数，记忆痕迹是信息加工的副痕迹是信息加工的副产品。品。o不同的加工深度：不同的加工深度：表浅的感表浅的感觉分析（分析（S的物理的物理特征）特征）较深的、深的、较复复杂的、抽象的、抽象和和语义的分析（模式的分析（模式识别和意和意义的提取）的提取）o深度越深，深度越深，则有愈多的人有愈多的人认知加工和知加工和语义加工加工o2、影响加工深度的因素很多，例如刺激的性、影响加工深度的因素很多，例如刺激的性质、可用于加工的可用于加工的时间、加工的任、加工的任务等。等。o3、“侧向向扩散散”的的观点：无先后，不一定由浅点：无先后，不一定由浅到深到深基本观点1、记忆保持的时间长短是加工深度的直接函数，记忆痕迹是信息加3BASIC CONCEPT1.Memory retention is a direct function of the time taken for depth processing,memory trace is a byproduct of information processing.oDifferent depth processing:(1)the feeling of superficial analysis(physical characteristics of Stimulus)(2)a deeper,more complex,abstract and semantic analysis(pattern recognition and the meaning extraction)oThe deeper the depth,the more there is cognitive processing and semantic processing 2.Many factors affect the depth of processing,such as the nature of the stimulus,processing time for a task,the process,etc.3.“Lateral Diffusion point of view:no order,not necessarily from shallow to deep BASIC CONCEPTMemory retention 4实验研究实验研究 EXPERIMENTAL STUDY1、Craik等（等（1975）三种）三种加工水平的加工水平的实验P1302、Bower&Karlin（1974）用照）用照片得到片得到类似的似的结果果P130 两种加工水平：性两种加工水平：性别、人格或外表人格或外表3、Rogers等（等（1977）在）在三个水平上加一个三个水平上加一个“自我参照自我参照”，证明自明自我参照的加工水平最我参照的加工水平最深。深。1.Craik et al.(1975)three level of processing experiment P130 2.Bower&Karlin(1974)use pictures to get similar results P130 Two Level Of Processing:Gender,Personality or Appearance 3.Rogers et al.(1977)added another level to three levels self-reference,and proved that self-reference has the deepest level of processing.实验研究 EXPERIMENTAL STUDY1、Craik5记忆的加工水平的的加工水平的实验 EXPERIMENT OF LEVEL OF PROCESSING OF EXPERIMENT OF LEVEL OF PROCESSING OF MEMORY MEMORY oCraik等等认为，记忆是是知知觉的副的副产品，而知品，而知觉是包含不同的是包含不同的阶段段或水平的加工或水平的加工过程。程。n例如，当一个人理解例如，当一个人理解yAchtyAcht这样的一个的一个词时，要将注意力集中于要将注意力集中于3 3种种不同不同认知知“水平水平”的特的特征上：征上：oCraik et al.believed that memory is a byproduct of perception,and perception contains different stages or levels of processing.oFor example,when a person understands a word such as yAcht,he needs to concentrate on three different“levels”of knowledge features:记忆的加工水平的实验 EXPERIMENT OF LEVE6理解词语的3不同认知“水平”o第一第一层水平是外部的表面特征水平是外部的表面特征：这个个词有有5 5个字母，个字母，其中一个是元音字母，它是以大写字母写出的，等其中一个是元音字母，它是以大写字母写出的，等等。等。这是是字形水平的加工字形水平的加工；o第二第二层水平是将水平是将单词的的书面特征面特征转化化为有听有听觉参与参与的的语音音编码。我。我们在判断在判断yachtyacht与与hothot是否押韵的是否押韵的时候，就必候，就必须依依赖于于语音音编码。这是是语音水平的加工音水平的加工。o第三第三层水平是水平是词义的确定的确定。即知道。即知道yachtyacht的意的意义是什是什么。么。这是是语义水平的加工水平的加工。理解词语的3不同认知“水平”第一层水平是外部的表面特征：这个7THREE DIFFERENT“LEVELS”OF KNOWLEDGE FOR UNDERSTANDING THE WORDSoThe first level is external layer of surface features:this word has five letters,one of which is a vowel letter,it is written in the capital letter,and so on.This is the symbolic level processing.oThe second level is characterized by the speech encoding of the written word:We need to determine whether yAcht rhymes with hot,that is we must rely on speech coding.This is a speech levels of processing.oThe third level is the determination of the meaning:That is to know what is the meaning of yAcht.This is the semantic level of processing.THREE DIFFERENT“LEVELS”OF KN8oClay Clay 和和 Lockhart(1972)Lockhart(1972)认为觉察察单词或任何或任何别的事物的事物的的过程都包含着从表面程都包含着从表面(认知系知系统的表的表层水平水平)到意到意义(认知系知系统的深的深层水平水平)的加工的加工阶段。段。o他他们进一步指出，随之一步指出，随之而至的而至的记忆与最初的知与最初的知觉加工深度直接相关：加工深度直接相关：对事物最初知事物最初知觉的加工的加工水平越深，水平越深，记忆就越好。就越好。oClay and Lockhart(1972)argued that words perception or any other things is included with the process of the surface(surface level of cognition system)towards the meaning(the processing stage of the deeper level of the cognitive system).oThey further pointed out that the initial perceptual process of memory and deeper processing are directly related:the more the initial perception of things towards the deeper level of processing,the more better the memory.Clay 和 Lockhart(1972)认为觉察单词或任何9实验证据实验证据 EXPERIMENTAL EVIDENCE o克雷克和塔克雷克和塔尔文文 (1975(1975）向本科生被向本科生被试呈呈现词语，并要求被并要求被试就每一个就每一个词回回答一些答一些问题。对这些些问题的思考可以引起的思考可以引起对这些些词的不同水平的加工。的不同水平的加工。n例如，被例如，被试看看见单词bearbear呈呈现在屏幕上，并被在屏幕上，并被问以下三以下三个个问题中的一个：中的一个：o它是由大写字母写出的它是由大写字母写出的吗?o它与它与chair chair 押韵押韵吗?o它是一只它是一只动物物吗?oCraig and Tulvig(1975)shown words to the undergraduate subjects,and asked the participants to answer some questions regarding every word.Attention to these problems can cause the different levels of processing of these words.For example,when the participants saw the word bear appearing on the screen,they were asked one of the following three questions:oIt is composed of uppercase letters?oDoes it rhyme with chair?oIt is an animal?实验证据 EXPERIMENTAL EVIDENCE 克雷克10实验假设实验假设 THE HYPOTHESIS o回答第一个回答第一个问题时，只，只需核需核查词的表面的表面(字形的字形的)特征；回答第二个特征；回答第二个问题时，必，必须考考虑词的声音的声音(或它的音素或它的音素编码)；回；回答第三个答第三个问题时，必，必须理解理解词的含的含义或从或从语义上上进行加工。行加工。o研究者假研究者假设：加工水平加工水平深的深的词比那些加工水平比那些加工水平浅的浅的词记忆得更好得更好(语义的的语音的字形的音的字形的)。oAnswering the first question,just needs to check word surface(shape)characteristic;To answer the second question,one must consider the word sound(or its phoneme code);To answer the third question,one must understand the word meaning or process it semantically.oResearchers hypothesized that deep level of processing the word memory is better than those of the shallow level of processing word memory(semantics phonetics shape).实验假设 THE HYPOTHESIS 回答第一个问题时，只11实验方法实验方法 THE EXPERIMENTAL METHODo研究者向被研究者向被试呈呈现6060个个词，并要求被，并要求被试就就每一个每一个词回答前面回答前面3 3个个问题中的一个。然后中的一个。然后将将这6060个看个看过的的词与与120120个没有看个没有看过的的词混混杂在一起。要被在一起。要被试选出出刚才看才看过的的6060个个单词。猜。猜对的几率是的几率是3333。oResearchers presented 60 words to the participants,and participants were required to answer one of the three questions on every word.Then these 60 read words were mixed with another 120 unseen words.The task for participants was to choose 60 words that they saw earlier.The probability to guess correctly is 33%.实验方法 THE EXPERIMENTAL METHOD研究12实验结实验结果果 EXPERIMENTAL RESULTS实验结果 EXPERIMENTAL RESULTS13该实验存在的问题分析该实验存在的问题分析o实验情景分析：情景分析：n实验中的被中的被试全都是大学生；全都是大学生；n材料是材料是单个的个的词和和针对每个每个词提出的提出的问题；n测试为再再认测验，被，被试被迫在固定数量的被迫在固定数量的单词中加以中加以选择 (所以他所以他们不得不猜不得不猜测)；n加工水平的操作是以一种特殊的形式加工水平的操作是以一种特殊的形式进行的。行的。o前面前面实验结果的果的获得，上述特征哪些是关得，上述特征哪些是关键的，抑或它的，抑或它们全部都是关全部都是关键的的?该实验存在的问题分析实验情景分析：14ANALYSIS OF THE PROBLEMS EXISTING IN THE ANALYSIS OF THE PROBLEMS EXISTING IN THE EXPERIMENT EXPERIMENT oThe experimental scenario analysis:Experimental subjects were all college students;Material is single word and aimed at questions raised on each word;Measurement for the recognition tests,subjects were forced to choose between a fixed number of words(so they have to guess);The level of processing operations are carried out a special form.Experimental results acquired from the test,what are the key characteristics in the aforementioned,or are they all the important?ANALYSIS OF THE PROBLEMS EXIST15考察实验结果普遍性的方法考察实验结果普遍性的方法UNIVERSAL METHOD TO EXAMINE THE RESULT OF THE UNIVERSAL METHOD TO EXAMINE THE RESULT OF THE EXPERIMENTEXPERIMENTo詹金斯詹金斯(1979)(1979)提出了提出了一个考察一个考察结果普遍性果普遍性问题的基本模型，如的基本模型，如下下图所示，所示，这是一种是一种记忆实验的四面体模的四面体模型。型。oJenkins(1979)proposed a basic model for the universality(generalization)problems of the experimental results,as shown in the figure below,this is a kind of overall model of memory research.考察实验结果普遍性的方法UNIVERSAL METHOD 16定定定定向向向向任任任任务务务务/情情情情景景景景：指指指指导导导导语语语语、策略、期望、前后关系策略、期望、前后关系策略、期望、前后关系策略、期望、前后关系Directional task/situation:instructions,policies,expectations and context材料材料：单词、图片、段落、材料的：单词、图片、段落、材料的组织组织Materials:words,pictures,paragraphs,material organization.测测验验（关关键键的的任任务务）：自自由由回回忆忆、线线索索回回忆忆、再再认认、迁移迁移Measurement(critical tasks):free recall,cued recall,recognition,migration.被试被试被试被试：大学生、精神分裂症、棋手、儿童大学生、精神分裂症、棋手、儿童大学生、精神分裂症、棋手、儿童大学生、精神分裂症、棋手、儿童Participants:college students,schizophrenia,chess player,children定向任务/情景：指导语、策略、期望、前后关系材料：单词、图片17o在克雷克和塔在克雷克和塔尔文文(1975)(1975)的的实验中，研究中，研究者感者感兴趣的是定向任趣的是定向任务(引引领被被试以特定方以特定方式加工式加工单词的的问题)是怎祥影响被是怎祥影响被试的的记忆保持的。另外三个方面他保持的。另外三个方面他们则不感不感兴趣，趣，因此必因此必须对这几个方面几个方面进行控制：所有被行控制：所有被试均均为大学生；大学生；记忆测验是再是再认测试；记忆材料材料为单词。这样实验结果的普遍性就果的普遍性就受到了限制。受到了限制。在克雷克和塔尔文(1975)的实验中，研究者感兴趣的是定向任18o Craig and Tulvig(1975)in their experiment,were interested in directional task(leading the participants in a particular way of processing word problems)to see how it influences subjects retentive memory.They were not interested in other three ways,therefore,must control these aspects:all subjects are college students;Memory measurement is performed through recognition tests;Memory materials is single word.The universality of the experimental results is controlled in this manner.Craig and Tulvig(1975)in th19o詹金斯的模型指出，任詹金斯的模型指出，任何何实验结果都要放到可果都要放到可能被操作的其他潜在能被操作的其他潜在变量的关系中加以考察。量的关系中加以考察。o因此，有关因此，有关结果普遍性果普遍性的的问题可概括可概括为：n如果其他控制如果其他控制变量被操量被操作，是否可作，是否可获得同得同样的的结果果?n如果自如果自变量是以另外的量是以另外的定定义方式被操作的，其方式被操作的，其结果能被重复果能被重复吗？oJenkins model indicates that experimental results on other potential variable may be operating variables to test relationship.oTherefore,the universality problem of the results can be summarized as:oIf the other control variables are operated upon,whether the same results can be obtained?oIf the independent variable is operated in the other defining manner,can the results still be replicated?詹金斯的模型指出，任何实验结果都要放到可能被操作的其他潜在变20对记忆对记忆加工加工加工加工层层次水平的次水平的次水平的次水平的实验结实验结果普遍性的考察果普遍性的考察果普遍性的考察果普遍性的考察 INVESTIGATING THE EXPERIMENTAL RESULTS ON THE UNIVERSAL MEMORY PROCESSING LEVEL1.被被试2.材料材料3.定向任定向任务与情景与情景4.测验1.Participants 2.Material3.Directional Tasks and Situations 4.Measurement 对记忆加工层次水平的实验结果普遍性的考察 INVESTIGA211、被试、被试 PARTICIPANTSo即大学生以外的被即大学生以外的被试是否是否显示出加工水平示出加工水平效效应(语义加工后的材加工后的材 料料记忆效果更好效果更好)?)?n墨菲和布朗墨菲和布朗(1975)(1975)考考察了学前儿童（年察了学前儿童（年龄在在5 5岁以下以下)nCraikCraik（1977)1977)考察了考察了老年人老年人oWhether subjects other than the college students shows the level of processing effect(better semantic processing of materials after memory)?oMurphy and Brown(1975)surveyed the pre-school children(under age 5)oCraik(1977),investigated the elderly people1、被试 PARTICIPANTS即大学生以外的被试是否显示222 2、材料、材料o即加工水平效即加工水平效应在用在用词语以外的材料以外的材料为对象象的研究中是否也存在呢的研究中是否也存在呢?n史密斯和威史密斯和威诺格拉德格拉德(1978)(1978)以每以每8 8秒秒幅的速度幅的速度向被向被试呈呈现人的肖像。要求一人的肖像。要求一组判断每个人是判断每个人是否有一个大鼻子否有一个大鼻子(表面判断表面判断)，要求另一，要求另一组判断判断每个人是否友善每个人是否友善(深深层判断判断)，在后来的再，在后来的再认测验中，那些判断人中，那些判断人脸是否友善的被是否友善的被试的再的再认成成绩要要优于那些判断于那些判断 鼻子大小的被鼻子大小的被试。此。此结果确果确认了用肖像了用肖像为材科的加工水平效材科的加工水平效应。2、材料即加工水平效应在用词语以外的材料为对象的研究中是否也232,METERIALoDoes the level of processing effect also exists in other objects outside the study of words material?oSmith and Winograd(1978)presented peoples portrait at a speed of every eight seconds.Required a set of judgment whether everyone has a big nose(surface judgment),asked everyone to determine whether another group is friendly(deep judgment),later in the recognition test,those who judged whether a human face friendly recognition results were better than those who judged the size of the nose.This result confirmed the level of processing effects with portraits material.2,METERIALDoes the level of p24o墨菲和布朗墨菲和布朗(1975)(1975)使使用用图画以学前儿童画以学前儿童为被被试在不同的加工水在不同的加工水平上平上进行行测试，也，也显示出和重复了加工水示出和重复了加工水平的基本效平的基本效应。oMurphy and brown(1975)used pictures for pre-school children tested on a different level of processing,also shows and repeats the basic effect of level of processing.墨菲和布朗(1975)使用图画以学前儿童为被试在不同的加工水253 3、定向任务与情景、定向任务与情景、定向任务与情景、定向任务与情景 DIRECTIONAL TASKS AND SITUATIONS DIRECTIONAL TASKS AND SITUATIONS o变量的量的类别涉及涉及实验的的许多方面。它包括多方面。它包括给被被试的指的指导语、实验任任务的持定解的持定解释、被被试使用的策略、自使用的策略、自变量的操作是量的操作是组内内（每一个被（每一个被试接受每接受每一种一种实验)还是是组间的的(每一个被每一个被试只接只接受一种受一种实验处理理)，等等。等等。oVariable categories involves many aspects of the experiment.Includes instructions for the subjects,explanation of the experimental tasks,policies,strategy used by the participants,the operation of the independent variable is within the group(each participant receives each experimental treatment)or between groups(each participant only receives an experimental treatment),and so on.3、定向任务与情景 DIRECTIONAL TASKS A26o克雷克和塔克雷克和塔尔文文(1975)(1975)在偶然和有意在偶然和有意学学习的条件下的条件下对被被试进行行测试，其，其结果表果表明加工水平效明加工水平效应在两在两种条件下均存在。种条件下均存在。oCraig and Tulvig(1975)under the condition of accidental and intentional learning tested the subjects,the results show that the level of processing effects exist in two conditions.克雷克和塔尔文(1975)在偶然和有意学习的条件下对被试进行274、测验类型、测验类型 MEASUREMENT TYPEo加工水平效加工水平效应在两种在两种测试类型（自由回型（自由回忆或再或再认）中都多次出）中都多次出现。o但研究者但研究者发现，有些，有些另外另外类型的型的测试中不中不存在加工水平效存在加工水平效应或或者甚至是相反的效者甚至是相反的效应。oThe level of processing effect in two measurement types(free recall and recognition)have appeared many times.oBut the researchers found that there are some other types of measurement,where there is no level of processing effect or even the opposite effect.4、测验类型 MEASUREMENT TYPE加工水平效应在28o莫里斯莫里斯(1977)(1977)及其同事及其同事用两用两组大学生大学生为被被试。要求一要求一组大学生就大学生就单词进行判断。行判断。对单词(比比方，方，EAGLE)EAGLE)的提的提问被被设计为诱发语音的加工水音的加工水平平(“_与与legallegal押韵押韵吗?”)或或语义的加工水的加工水平平(“_是一只大是一只大鸟吗?”)。被。被试就一半的就一半的单词回答回答语音方面的音方面的问题，另一半，另一半则回答回答语义的的问题。oMorris(1977)and his colleagues used two groups of college students as the subjects.Subjects were required to judge a set of words.For words(for example,the EAGLE)were designed to induce phonetic(voice)processing level(_ and legal rhyme?)or the semantic level of processing(_ is a big bird?).Half of the subjects were investigated about the voice problem of the word,the other half to answer about the semantic problem.莫里斯(1977)及其同事用两组大学生为被试。要求一组大学生29o给第二第二组被被试采用不同的采用不同的测试方式，即方式，即韵律再韵律再认测试。在。在这种种测试中，被中，被试的任的任务是是检测一一 个音个音节表并挑表并挑选出与早先所学出与早先所学过的的单词押韵的押韵的单词。例如，如果。例如，如果beaglebeagle在在测试词表中，他表中，他们就要将它挑就要将它挑选出来因出来因为它与所学它与所学过的的 eagleeagle押韵押韵(在在测试词表中的表中的单词不在学不在学习音音节表中表中出出现，它，它们只和学只和学习音音节表中的表中的单词押韵）。押韵）。给第二组被试采用不同的测试方式，即韵律再认测试。在这种测试中30oTo a second set of participants with different test ways,namely the rhythm recognition test.In this test,the test task was to detect a syllable and sort out the rhyming words with earlier learned words.For example,if“beagle”in the test word in the table,they will pick it out.Because it rhymes with the earlier learned word“eagle”(the words in the vocabulary list test,do not appear in the syllable list.They only learn the syllable words that rhyme in the table).To a second set of participant31Memory-Cognitive-Psychology-IV-(2)-认知心理学课件32o该结果果说明，明，记忆的加工的加工层次水平的次水平的实验结果只能果只能推推论运用自由回运用自由回忆或再或再认进行行测试的的实验结果，而果，而不能推不能推论到用其他到用其他测试方法（如方法（如韵律再韵律再认测试）的的实验中。中。o依据依据这一一实验结果，莫里斯与其合作者果，莫里斯与其合作者(1977)(1977)提出提出了一种新的理了一种新的理论传输适当性加工理适当性加工理论，修，修改完善了改完善了记忆的加工的加工层次水平理次水平理论，使得人，使得人们对记忆本本质的的认识更加深入。更加深入。该结果说明，记忆的加工层次水平的实验结果只能推论运用自由回忆33oThe results indicate that,the memory processing and categorizing level experiment results can only be reasoned with the free recall or recognition experimental results of the test,but the test can not concluded with other test methods(such as rhythm recognition test experiment).oBased on these results,Morris and his colleagues(1977)proposed a new theory-transfer appropriate processing theory,revised and improved the processing of memory hierarchy theory,helps people make in-depth understanding of the nature of memory.The results indicate that,the34关于复述关于复述 REGARDING REHEARSALo简单复述和精复述和精细复述复述o实验：P132o变量：插入的量：插入的单词数数量或复述次数。量或复述次数。o说明信息并不能通明信息并不能通过机械的复述而机械的复述而转入入长时记忆。oSimple rehearsal and elaborative rehearsal oExperiment:P132 oVariables:the number of words inserted or repeated.oInformation cannot be mechanically repeated and transferred into long-term memory.关于复述 REGARDING REHEARSAL简单复述和35加工的一致性o加工水平、加工水平、项目和上下文的加工一致性目和上下文的加工一致性o上下文愈丰富，上下文愈丰富，对于于项目的加工就愈精目的加工就愈精细，也愈不容易与其他也愈不容易与其他项目混淆。如果没有目混淆。如果没有这样的上下文，即使涉及到的上下文，即使涉及到项目的意目的意义，记忆效效果也不会提高。他果也不会提高。他们进一步提出了加工的精一步提出了加工的精细性和区分性的概念。性和区分性的概念。这些看法都有待于深些看法都有待于深入研究。它入研究。它们对加工水平加工水平说确确实具有意具有意义。加工的一致性加工水平、项目和上下文的加工一致性36THE CONSISTENCY OF THE PROCESSING THE CONSISTENCY OF THE PROCESSING oProcessing level,the processing consistency of the project and context.oThe more rich the context,the more the sophisticated processing of the project,also wont be easily confused with other projects.Wihtout such a context,even if involves the project is significant,it will not improve the memory effect.They further put forward the processing precision and concept distinction in nature.These views are subject to further study.Their theory for the level of processing is really meaningful.THE CONSISTENCY OF THE PROCESS37关于加工序列关于加工序列REGARDING THE PROCESSING ORDERo加工不是系列加工，无先后，不一定由浅到深加工不是系列加工，无先后，不一定由浅到深oProcessing is not a series,no order,not necessarily from shallow to deep o编码编码的的侧侧向向扩扩散：指在某一个水平上，或者是散：指在某一个水平上，或者是较较浅的水平或者是浅的水平或者是较较深的水平，加工深的水平，加工在横向在横向扩扩展开来。展开来。oLateral Diffusion of Encoding:refers to a certain level,or shallow or deep level,processing in lateral expansion.oCraik 1979 实验实验:校校对阅读对阅读、要点、要点阅读阅读oCraik 1979 experiment:key points of reading,reading points 关于加工序列REGARDING THE PROCESSIN38o1、没有跳出常、没有跳出常识“理解越深，理解越深，记忆越好。越好。”o2、定性的、模糊的、定性的、模糊的陈述述较多，定量的研究多，定量的研究不充分。不充分。难以建立加工深度的客以建立加工深度的客观指指标。o4、加工水平的划分、加工水平的划分标准：划分准：划分为多少多少层次次或等或等级、之、之间的的联系怎系怎样。在不同的水平。在不同的水平中，是否存在序列加工中，是否存在序列加工问题，又是怎，又是怎样的的序列，序列，该问题难以回避。以回避。对加工水平说的质疑1、没有跳出常识“理解越深，记忆越好。”对加工水平说的质疑39QUESTIONS REGARDING THE LEVEL OF PROCESSING 1.Nothing different than the common sense the deeper the understanding,the better the memory.2.More qualitative and uncertain statements,less sufficient quantitative research.Difficult to establish the objective indicators for the depth of processing3.The Processing Level Division Criteria:How many levels or grades can be divided,what is the link between them.In different level,whether there is a problem of sequence processing,and how to make sequence or order,the problem is difficult to avoid.QUESTIONS REGARDING THE LEVEL 40o多存多存贮说和两种和两种记忆说认为记忆是由几个独立的是由几个独立的结构构组成的一个系成的一个系统，加工水平，加工水平说主主张只有只有一个一个记忆，这种种记忆有不同水平的加工和相有不同水平的加工和相应的不同效果，。的不同效果，。然而然而这些不同的加工水平似乎是些不同的加工水平似乎是“独立的独立的”，彼此，彼此之之间没有固定的前后关系。没有固定的前后关系。这样来看，加工水平来看，加工水平说所主所主张的一种的一种记忆也不是也不是单一的，其内部是分化的。一的，其内部是分化的。o这是从不同角度来看待是从不同角度来看待记忆结构构问题。当前在。当前在认知知心理学中，在心理学中，在记忆结构构问题上主要有上主要有这两种两种对立的立的观点，都点，都还需要需要进一步研究。一步研究。目前占主目前占主导地位的是地位的是多存多存贮说。多存贮说和两种记忆说认为记忆是由几个独立的结构组成的一个系统41oMulti-store and two-stage memory propose that memory is composed of several independent stages working in a single structure system,the level of processing theory claims that there is only one memory,the memory have different levels of processing different effect,and the corresponding.However,these different processing level seems to be independent,there is no fixed before and after relationship between them.Thus,the level of processing suggests that this kind of memory is not a single process,its interior is divided.oThis is a different perspective on the problem of memory structure.Currently,in cognitive psychology,there are two main opposing point of views regarding memory structure,both need further research.However,multi-stroe theory is currently more dominant.Multi-store and two-stage memo42课后后练习PRACTICE AFTER CLASS 1.分析两种分析两种记忆说的内的内容和核心。容和核心。2.短短时记忆存在的存在的证据据有哪些？有哪些？3.关于感关于感觉记忆研究的研究的实验有哪些？有哪些？4.分析分析记忆信息三信息三级加加工模型工模型5.加工水平加工水平说是如何分是如何分析析记忆的的结构？构？1.The content and core analysis of two types of memory theories.2.What is the evidence for the existence of short-term memory?3.What is the experimental research on sensory memory?4.Analysis of three levels of processing model of memory5.How does Level of processing analyze the structure of the memory?课后练习PRACTICE AFTER CLASS 分析两种记43预习 PREVIEWo第五章第五章 短短时记忆1.短短时记忆的容量的容量2.有关短有关短时记忆信息的信息的编码、提取及、提取及遗忘忘过程的知程的知识oChapter V:short-term memory 1.The capaci