女大学生扩大积极泛化——操作性条件反射泛化的性别差异

Expansion of Generalization of Positive Learning by Female College Students

该研究采用操作性条件反射模型,考察45名大学生对不同强化的声音泛化的性别差异。习得阶段,被试通过按不同的键对条件性纯音习得接近(正强化)或回避(负强化)反应;泛化测试阶段,呈现不同赫兹的纯音,要求被试判断此纯音是否条件性纯音。结果表明,相对于正强化,负强化扩大泛化;同时,与男性大学生相比,女性大学生对正强化的刺激泛化程度更大。研究表明,积极反馈有助于女性泛化习得的知识。

The main aim of the present study was to explore whether the gender differences existed in auditory generalization after different reinforcement. In the present study,we used the instrumental learning task to study the auditory generalization in a sample of 45 college students. The present results showed that tones that were negatively reinforced induce wider generalization curves than tones that were positively reinforced,and female college students induce wider curves for positive reinforced tones than those of the male college students. The present results indicated positive emotion during the learning process could promote this broader behavioral generalization.