Catling Jonathan, Dent Kevin, Preece Emma, Johnston Robert
a School of Psychology , University of Birmingham , Birmingham , UK.
Q J Exp Psychol (Hove). 2013 Sep;66(9):1756-63. doi: 10.1080/17470218.2013.764903. Epub 2013 Feb 11.
Age-of-acquisition (AoA) effects are such that early-acquired items are more quickly recognized and produced than later acquired items. In this laboratory analogue, participants were trained to name a group of Greeble pictures with a novel nonsense name. We manipulated order of acquisition of the stimuli: Half of the stimuli were presented from the onset of training (early acquired) whilst the other half were introduced later in the training schedule (late acquired). At test, when early and late stimuli had equal cumulative frequency, early stimuli were named significantly faster than late items. In a second test, it was also found that visual duration thresholds were significantly smaller for the early items when participants were asked to name the critical items. These findings support the notion that order-of-acquisition effects can be manifest over a short time span in the laboratory, and that the effect of order of acquisition is distinct from mere frequency of exposure. The findings are consistent with the idea that AoA effects occurring over a large temporal scale may be a special case of more general order-of-acquisition effects, and both may be a general property of learning mechanisms.
习得年龄（AoA）效应是指早期习得的项目比后期习得的项目能更快地被识别和产出。在这个实验室模拟实验中，参与者被训练用一个新的无意义名称来命名一组格里布尔图片。我们操纵了刺激的习得顺序：一半的刺激从训练开始时就呈现（早期习得），而另一半则在训练过程中较晚的时候引入（后期习得）。在测试中，当早期和后期刺激的累积频率相等时，早期刺激的命名速度明显快于后期项目。在第二项测试中还发现，当要求参与者命名关键项目时，早期项目的视觉持续时间阈值明显更小。这些发现支持了这样一种观点，即习得顺序效应可以在实验室的短时间内表现出来，并且习得顺序的影响与单纯的暴露频率不同。这些发现与以下观点一致，即在较大时间尺度上出现的AoA效应可能是更一般的习得顺序效应的一个特例，并且两者都可能是学习机制的一般属性。
