Müller B, Funke J, Buchner A
Psychologisches Institut der Universität Bonn.
Z Exp Angew Psychol. 1994;41(3):443-72.
This paper reports two experiments in which we explored the impact of perceptual grouping of elements on the organization and use of knowledge about how to operate a device. Experiment 1 explored the effects of different perceptual display regions on the creation of chunks when sequences of inputs had to be reproduced. The effects of regions were not homogeneous, but rather their influence depended on interactions between different modalities and learning conditions. Experiment 2 investigated the influence of grouping-induced composition of knowledge elements on the transfer of sequential knowledge. Two different learning criteria were used in the acquisition phase to manipulate the degree of composition of knowledge elements. In the transfer phase, subjects could transfer (1) the whole sequence of one region, (2) two partial sequences of adjacent regions, or (3) single components. It was found that regional invariance and immediate succession of components were both important for transfer performance. These results suggests that the temporal order of regions is important for the organization and use of sequential knowledge, and not the grouping of elements by itself.
本文报告了两项实验，在这两项实验中，我们探究了元素的感知分组对关于如何操作设备的知识的组织和运用的影响。实验1探究了不同感知显示区域在必须重现输入序列时对组块创建的影响。区域的影响并非是均匀的，而是其影响取决于不同模态和学习条件之间的相互作用。实验2研究了分组诱导的知识元素组合对序列知识迁移的影响。在习得阶段使用了两种不同的学习标准来操纵知识元素的组合程度。在迁移阶段，受试者可以迁移(1)一个区域的整个序列，(2)相邻区域的两个部分序列，或者(3)单个成分。研究发现，区域不变性和成分的紧邻性对迁移表现都很重要。这些结果表明，区域的时间顺序对序列知识的组织和运用很重要，而不是元素本身的分组。
