噪音強度、刺激模式和保持時距對短期記憶及心跳速率之影響

The Effects of White Noise, Sensory Modality and Retention Interval on Short-Term Memory and Heart-Rate Responses

林清山(Chen-Shan Lin) ； 陳李綢(Li-Chou Chen)

《教育心理學報》 12期 (1979/06) Pp. 115-122

https://doi.org/10.6251/BEP.19790601.8

摘要

四十八名大學生，男女各半，隨機分爲四組，參加本研究有關短期記憶和心跳速率改變的實驗，爲適應本研究的特殊情況，傳統Peterson式的短期記憶實驗步驟，已略爲改變。記憶項目爲超記憶廣度的36個九位數阿拉伯數字，分別以聽覺和視覺的方式呈現。受試者在聽完或看完記憶項目之後，須先作第一次復誦。復誦完畢，立刻有70分貝或90分貝的噪音出現以干擾記憶。噪音在持續4、8、12、16、20或24秒之後停止；受試者須作第二次復誦。因此噪音持續時間同時又是短期記憶的保持時距。以變異數分析和多項式迴歸分析處理遺忘量、囘意量或心跳速率等依變項資料後，發現下列結果：(1)90分貝組的遺忘量顯然大於70分貝組的遺忘量；而且，前者的心跳速率和改變也顯然高於後者；證據可支持較大的噪音對短期記憶有不利影響且可引發受試者強烈的內部激發狀態之說法。(2)聽覺組與視覺組的遺忘量無顯著差異存在。但是，兩組遺忘前的記憶量卻有顯然的不同；這點顯示刺激模式之差異對短期記憶之影響，係在訊息的輸入階段時發生。(3)隨保持時距之增加，遺忘量有（兪心）來（兪心）大之趨勢。此一趨向與用傳統Peterson短期實驗模式所得結果相接近。但因本研究受試者的遺忘量較小，顯示即使噪音的出現，也不能完全防止受試者在保持時距內的自我背誦。

並列摘要

The traditional Petersons' Experimental techinique for the study of short-term memory was modified to investige the effects of the intensity of white noise and the differences of sensory modality on short-term retention and heart-rate responses Subjects served in this experiment were 48 male and female college students. A list of 36 sequences of superspan digits (9 digits each) were visually or auditorily presented. Each trial, the subject was asked to repeat orally a sequence of digits immediately after stimulus presentation. Then, a white noise of 70 db or 90 db would sound for 4, 8, 12, 16, 20 or 24 seconds, in a form of within-S counter-balancing. Upon the termination of the white noise, the subject had to repeat aloud the digits given at the begining of the trial. Response measures were scores of items not correctly recalled at each retention interval and the mean heart-rate responses. Data thus obtained were analyzed by analysis of variance, covariance, and polynomial regression. The findings were as follows: (1) The scores of items not correctly recalled, as well as heart-rate changes, were significantly higher for 90 db Group than those for 70 db Group. This showed that white noise of great intensity has some deleterious effect on one's short-term memory and tends to induce autonomic nervous system arousal. (2) There was no significant difference between Visual Group and Auditory Group so for as forgetting scores are concerned. However, evidence showed that sensory modality may influence degree of learning before forgetting occurs. (3) As Peterson & Peterson (1959) had found, amount of retention decreases as the retention interval increases. Since the percentages of retention seemed higher in this study than those in Petersons' study, it was interpreted as an indication that the white noise might not have entirely kept subjects from self-rehearsal during retention intervals.