目的通过比较分类任务与心理旋转任务的事件相关电位(Event Related Potential,ERP)P300平均波幅和脑地形图,探讨心理旋转认知加工的脑机制。方法记录10名男性健康大学生在完成字母和数字分类任务和心理旋转任务时的事件相关电位,比较...目的通过比较分类任务与心理旋转任务的事件相关电位(Event Related Potential,ERP)P300平均波幅和脑地形图,探讨心理旋转认知加工的脑机制。方法记录10名男性健康大学生在完成字母和数字分类任务和心理旋转任务时的事件相关电位,比较顶区电极点的P300的平均波幅。结果进行心理旋转任务时,随着刺激图片旋转角度从30o到150o的增加,顶点Pz点P300的平均波幅从[(10.94±2.21)μV]减小为[(8.28±2.83)μV],Cz点P300的平均波幅从[(4.72±2.44)μV]减小为[(2.07±1.23)μV],差异有显著性。分类任务的P300的平均波幅差异无显著性。结论分类任务由于不需要心理旋转加工,其ERP成分不会受到旋转所引起的变化。心理旋转认知加工主要由大脑右半球顶叶完成,旋转角度越大,P300的平均波幅越小。展开更多
This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention...This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention has a key effect on the learner＇s cognitive vocabulary learning by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The fact proves that enhancing attention in input could promote students＇ vocabulary acquisition and help them form efficient vocabulary learning strategy suitable for their levels of proficiency.展开更多
文摘目的通过比较分类任务与心理旋转任务的事件相关电位(Event Related Potential,ERP)P300平均波幅和脑地形图,探讨心理旋转认知加工的脑机制。方法记录10名男性健康大学生在完成字母和数字分类任务和心理旋转任务时的事件相关电位,比较顶区电极点的P300的平均波幅。结果进行心理旋转任务时,随着刺激图片旋转角度从30o到150o的增加,顶点Pz点P300的平均波幅从[(10.94±2.21)μV]减小为[(8.28±2.83)μV],Cz点P300的平均波幅从[(4.72±2.44)μV]减小为[(2.07±1.23)μV],差异有显著性。分类任务的P300的平均波幅差异无显著性。结论分类任务由于不需要心理旋转加工,其ERP成分不会受到旋转所引起的变化。心理旋转认知加工主要由大脑右半球顶叶完成,旋转角度越大,P300的平均波幅越小。
文摘This paper analyzes attention theory in the cognitive psychology and introduces second language vocabulary acquisition. The filter theory and attention resource theory in the attention theory points out that attention has a key effect on the learner＇s cognitive vocabulary learning by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The fact proves that enhancing attention in input could promote students＇ vocabulary acquisition and help them form efficient vocabulary learning strategy suitable for their levels of proficiency.
