中心・偶発学習課題における分散効果と選択的注意

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  • Spacing effects and selective attention on central and incidental learning
  • チュウシン グウハツ ガクシュウ カダイ ニ オケル ブンサン コウカ ト センタクテキ チュウイ

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Thirty female undergraduates were given a central and incidental learning task with twelve pairs of word. In the task, the subjects studied one of each pair with focused attention (central learning) and the other with divided attention (incidental learning). Half of the pairs were presented under spaced condition and another half under massed condition. Each pair repeated three times. The spaced pairs were presented with four to seven pairs intervening between occurrences and the massed pairs with no pairs. Immediately after the presentation, the subjects were given a free recall test. To examine selective attention in the presentation period, the numbers and the durations of eye fixation were recorded. Main findings were as follows; (1) spacing effects were observed in central learning condition but not in incidental learning condition, and (2) the records of eye fixation showed that the subjects focused their attention to central learning stimuli and there were no differences between spaced and massed conditions. Authors discussed the findings largely in terms of the two-process account proposed by Greene (1989).

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