Heil M, Rösler F, Link M, Bajric J
Department of Psychology, Philipps University Marburg, Germany.
Psychol Res. 1998;61(2):99-106. doi: 10.1007/s004260050016.
The present study contrasts 3 theories which provide explanations for performance improvement in mental rotation tasks. Wallace and Hofelich conjectured that the process as such may be executed more rapidly after training, while Bethell-Fox and Shepard attributed practice effects to the fact that images may be transformed first elementwise, but later as a Gestalt. In contrast, Tarr and Pinker assumed that a transformation of an image will no longer be computed after training but simply be retrieved from memory. Thirty-seven subjects participated in 3 test sessions in which they had to decide on the parity of 3-D block figures presented from different perspectives. Experimental group subjects underwent 4 additional practice sessions in which a subset of the figures and a subset of perspective views were used. Tests adapted to the predictions of the 3 theories revealed specific learning effects but no transfer, neither to old objects presented in new perspectives nor to new objects. This supports an instance-based explanation of practice effects which states that objects are represented in multiple perspective views.
本研究对比了三种为心理旋转任务中的表现提升提供解释的理论。华莱士和霍费利希推测，训练后该过程本身可能执行得更快，而贝塞尔 - 福克斯和谢泼德将练习效果归因于这样一个事实，即图像可能首先按元素进行转换，但后来作为一个整体进行转换。相比之下，塔尔和平克认为，训练后图像的转换将不再进行计算，而是简单地从记忆中检索。37名受试者参加了3次测试环节，在这些环节中，他们必须判断从不同视角呈现的三维块状图形的奇偶性。实验组的受试者额外进行了4次练习环节，其中使用了图形子集和视角子集。根据这三种理论的预测进行的测试揭示了特定的学习效果，但没有迁移，既没有迁移到以新视角呈现的旧物体上，也没有迁移到新物体上。这支持了一种基于实例的练习效果解释，即物体以多个视角视图来表示。
