博碩士論文 108825002 詳細資訊




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姓名 賴玟忻(Wen-Xin Lai)  查詢紙本館藏   畢業系所 認知與神經科學研究所
論文名稱 多感覺管道序列學習中跨管道與管道內訊息整合之行為及事件相關電位研究
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摘要(中) 本研究藉由不同感官通道刺激交錯形成的多重感官序列,探討個體是否能 進行跨感官通道與相同感覺通道內刺激的整合連結。在本研究中,我們進行兩 個行為實驗與一個相關事件腦電位研究(event-related potentials, ERPs)釐清並 更進一步討論序列中的刺激如何進行跨感官通道與感官通道內整合的運作機制。 實驗一中沿用 Kemény 與 Lukács (2019) 的實驗程序,並且增設一個排除動作反 應為指標的內隱測驗,以作為檢測參與者是否於不同感覺管道刺激交錯呈現的 序列中有非動作學習的表徵被形成。我們與先前研究結果同樣觀察到參與者展 現多重感官通道序列學習的效果,且刺激會受到跨感官通道刺激的隨機序列影 響反應時間。此外,與先前研究不同的是在單一通道刺激單獨呈現時,視、聽 覺單一通道序列均會展現學習效果,但依然聽覺序列學習效果大於視覺序列。 在增設的內隱測驗結果發現在沒有指示參與者進行針對刺激做序列按鍵動作下, 參與者對於接收到的序列片段無法回應高於猜測機率的正確判斷率,因此推論 序列學習主要以動作學習為主。
實驗二透過詞彙判斷作業檢驗視、聽覺刺激在交錯出現的情況下的促發效 果持續時間,並且與序列學習效果的結果進行相關分析。參與者在視、聽覺字 詞中都可以觀察到促發效果持續至間隔三個刺激出現後,並且此結果與參與者 先前在單一通道階段中,展現視、聽覺序列都能在獨立呈現時展現序列學習效 果的結果一致。實驗三透過 ERP 討論在內隱測驗中,出現序列片段與先前學習 的序列內容不一致時,是否有 N400 效果出現以檢驗參與者學習到的感覺序列是 否有進行跨感官通道的整合。結果發現只有感官通道與刺激本身均不一致時, 才能發現較大的 N400 效果,並且只要有感官通道的變化(無論刺激本身一致與 否),結果均能發現在刺激出現後期有 400~800 毫秒的負向腦電位差異。由上述 結果得知,個體在感官訊息交錯出現時,能夠將刺激進行跨感官通道的整合, 且同時也會有感官通道內非連續刺激表徵的連結。
摘要(英) This study used multimodal sequences to explore whether individuals can integrate and connect stimuli across and within modality. In the current study, we used two behavioral experiments and one event-related potentials (ERPs) study to discuss and further explore how the stimuli were integrated across modalities and within modality. In Experiment 1, the procedure of Kemény and Lukács (2019) was followed, and an implicit test that excluded serial responses was added to examine whether the participants have a non-motor learning representation in the multimodal sequence. Same as the previous study, we observed the multimodal sequential learning effect and the reaction times for stimuli were affected by the cross-modal random sequence. In addition, we found different results from previous study that was both auditory and visual unimodal sequence revealed sequential learning effect, but the unimodal learning effect in auditory stimuli still larger than in visual stimuli. The results in the additional implicit test which was without the instructions of serial key pressings to the stimuli found that participants cannot perform a higher correct response rate than the pure- guessing probability. Therefore, we inferred that the sequential learning is mainly based on motor learning.
Experiment 2 used lexical decision task to examine the duration of the priming effect for visual and auditory words, and conduct correlation analysis with the results of sequential learning effects. The results indicated that the priming effect for the visual and auditory words lasted until the interval of three stimuli, and this result was consistent to the unimodal sequential learning effect in both auditory and visual modalities. Experiment 3 contained the ERP to discuss whether there is an effect of N400 when the sequence fragments in the implicit test was incongruent with the previously learned multimodal sequence structure, and examining whether the stimuli
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were integrated across modalities for participants. It was found that only when the modality and the identity of stimulus were incongruent, the greater N400 effect can be found. Further, the ERP results indicated that a negative going waveform was found during the late time window of 400 to 800 milliseconds, when the modality was incongruent (regardless of whether the identity of stimulus is congruent or not). Given the results above, individuals might integrate the stimulus across modalities when the sensory information is intermixed, and at the same time, there will also be a connection between the non-adjacent stimuli within modality.
關鍵字(中) ★ 多感覺管道
★ 序列學習
★ 跨感官通道
關鍵字(英)
論文目次 1. 緒論.......1
1-1 序列學習效果 (sequential learning effect).......2
1-1-1 序列學習效果的定義.......2
1-1-2 跨感官通道的序列學習效果 .......3
1-2 序列學習的感覺學習與動作學習....... 6
1-2-1 動作學習(Motor learning).......6
1-2-2 知覺學習(Perceptual learning).......7
1-3 視覺與聽覺感覺通道之間的差異 .......9
1-4 跨感官通道與通道內序列學習之事件相關電位研究....... 10
2. 研究目的.......13
3. 實驗一.......16
3-1 方法.......17
3-1-1 參與者.......17
3-1-2 材料.......19
3-1-3 程序.......19
3-1-3-1 熟悉階段 (Familiarization phase):.......20
3-1-3-2 多重感官通道階段 (Multimodal phase):.......21
3-1-3-3 單一感官通道階段 (Unimodal phase):.......23
3-1-3-4 內隱測驗 (Implicit test):.......23
3-2 結果.......24
3-2-1 熟悉階段 (Familiarization phase).......24
3-2-2 多重感官通道階段 (Multimodal phase).......25
3-2-2-1 前七個區段之反應時間比較 .......27
3-2-2-2 序列區段與隨機區段之反應時間比較 .......27
3-2-2-3 SS區段與隨機區段之反應時間比較.......28
3-2-3 單一感官通道階段 (Unimodal phase) .......30
3-2-4 內隱測驗 (Implicit test).......32
3-3 討論.......34
3-3-1 切換成本(switch cost) 與分組學習(chunk learning) .......36
3-3-2 領域普遍性及特異性 (domain generality/specificity) .......38
3-3-3 小結.......40
4. 實驗二.......42
4-1 方法.......43
4-1-1 參與者.......43
4-1-2 刺激.......43
4-1-3 程序.......44
4-2 結果.......46
4-2-1 序列學習效果.......46
4-2-2 語意促發效果.......48
4-2-3 序列學習效果與促發效果相關性....... 50
4-3 討論.......51
5. 實驗三.......54
5-1 方法.......55
5-1-1 參與者.......55
5-1-2 材料.......55
5-1-3 程序.......55
5-1-4 腦電波紀錄參數設定與資料處理程序....... 58
5-2 結果.......59
5-2-1 行為結果.......59
5-2-1-1 熟悉階段.......59
5-2-1-2 多重感官通道階段 .......61
5-2-1-3 內隱測驗.......63
5-2-2 事件相關電位結果 .......63
5-2-2-1 刺激項目改變在ERP上的變化 (ITiMOc - ITcMOc)....... 64
5-2-2-2 感覺通道改變在ERP上的變化 (ITcMOi - ITcMOc)....... 66
5-2-2-3 刺激項目與感覺通道改變在ERP上的變化 (ITiMOi - ITcMOc) .......70
5-2-2-4 不同測試刺激類別之間與基準值(ITcMOc)在ERP的比較 .......74
5-3 討論.......76
6. 綜合討論.......80
6-1 實驗結果與討論.......80
6-2 研究限制.......83
6-3 結論與未來方向.......85
7. 參考文獻.......87
8. 附錄.......95
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指導教授 鄭仕坤(Shih-kuen Cheng) 審核日期 2021-9-23
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