注意の限界および非連合学習
GRE Subject Test · GRE Psychology トピック 22 3:44 英語ナレーション・英語＋中文字幕 burning-in
章
Transcript
Attention models specify where and under what demands selection occurs.
注意模型规定了选择发生的位置及所依赖的需求。
Perceptual load and working-memory control demands can make different predictions; a blanket claim that distraction always rises with load is inadequate.
知觉负荷与工作记忆控制需求可能做出不同的预测。 笼统地声称分心总是随负荷增加而上升是不充分的。
Habituation is a declining response after repeated exposure; renewed response to a change supports discrimination.
习惯化是指重复暴露后反应下降的现象。 对变化产生重新反应则支持辨别能力。
Distinguish it from receptor adaptation, fatigue and conditioning extinction through the stimulus history and a suitable comparison.
应通过刺激历史与适当的对照，将其与受体适应、疲劳及条件反射消退区分开来。
Attention is limited capacity.
注意力具有有限容量。
Early-selection accounts filter by physical features, late-selection accounts filter after meaning, and multimode theory (Johnston and Heinz) lets the selection point flex with task demands.
早期选择理论通过物理特征进行过滤，晚期选择理论在意义加工之后进行过滤，而多模式理论（约翰斯顿和亨斯）则使选择点能够根据任务需求灵活调整。
Divided attention fails when combined demands exceed capacity: a hands-free call still slows driving because the bottleneck is central, not manual.
当综合需求超过容量时，分配注意就会失败：免提通话仍会减慢驾驶速度，因为瓶颈在于中枢而非手动操作。
Load theory separates perceptual load from working-memory load: high perceptual load in the main task shuts out distractors, while high working-memory load invites them.
负荷理论将知觉负荷与工作记忆负荷区分开来：主任务中的高知觉负荷会屏蔽干扰项，而高工作记忆负荷则会吸引干扰项。
Predictions follow the load, not the slogan that multitasking is always impossible.
预测应基于负荷本身，而非“多任务处理永远不可能”这一口号。
Habituation is non-associative learning: repeated presentation of a stimulus weakens the response, and a changed stimulus restores it (dishabituation).
习惯化是一种非联想学习：重复呈现刺激会减弱反应，而改变刺激则能恢复该反应，这称为去习惯化。
No pairing with another stimulus is involved, which separates it from classical conditioning.
此过程不涉及与另一刺激的配对，从而将其与经典条件反射区分开来。
A commuter who stops hearing a scheduled train has habituated; the response returns if the train schedule changes.
通勤者停止听到固定时刻的火车声，即已产生习惯化；若火车时刻表改变，反应便会恢复。
Habituation is exploited as a measure: infants look longer at novel stimuli, so looking-time recovery after habituation indexes discrimination.
习惯化被用作一种测量手段：婴儿对新颖刺激注视时间更长，因此习惯化后的注视时间恢复可反映其辨别能力。
Extinction in conditioning is different: there a learned association is withdrawn, not a repeated stimulus.
条件反射中的消退则不同：那里是习得的联结被撤销，而非单纯由重复刺激引起。
Looking time falls across repeated displays and rises after the colour changes.
注视时间在重复呈现时下降，并在颜色改变后上升。
What is supported, and what is not established?
哪些结论得到了支持，哪些尚未确立？
The recovery is consistent with discrimination of the change after habituation.
恢复现象与习惯化后的变化辨别一致。
It does not show adult-like colour concepts or prove exactly how the display is represented.
但这并不能证明存在成人般的颜色概念，也无法确切说明该视觉刺激是如何被表征的。
Control simple salience differences and compare suitable novel and familiar displays.
应控制简单的显著性差异，并比较合适的陌生与熟悉刺激。
Dishabituation: a different stimulus restores the response to the original one.
去习惯化：插入另一个刺激后，对原刺激的反应恢复了。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
A response falls with repeated sound presentations.
重复呈现声音后，反应下降。
Propose a check against fatigue and explain why extinction is not established.
请提出一项针对疲劳的检查方法，并解释为何尚未建立消退。
Pause before the model.
请先暂停，完成这道原创练习再继续。
Test an appropriate changed stimulus and recovery after a rest, with suitable controls.
测试经过适当改变的刺激以及休息后的恢复情况，并设置合适的对照组。
Recovery can make general response fatigue less plausible, although it does not alone settle every mechanism.
恢复现象可使一般反应疲劳假说显得不太合理，但它本身并不能单独确定所有机制。
Extinction requires a previously learned cue/consequence relation that is no longer maintained; repetition alone supplies no such history.
消退需要先前习得的线索-后果关系不再维持；仅靠重复无法提供此类历史背景。
Calling habituation a form of conditioning, or claiming attention always fails under any dual task; the cost depends on load and the selection point.
将习惯化称为一种条件反射，或声称在任何双任务下注意都会失败。 代价取决于负荷和选择点。
State the source and the limits.
说明来源与限制。
A response returns after a novel stimulus interrupts repetition.
当一种新异刺激打断重复后，反应会重新出现。
What does dishabituation help rule out?
去习惯化有助于排除什么？
Pause and write a justified answer.
请先暂停，写出有理由的答案。