[Making judgments of duration: effects of instruction and memory capacity].
[Making judgments of duration: effects of instruction and memory capacity].
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[对持续时间的判断：指令和记忆容量的影响]。
DOI：
10.4992/jjpsy.80.138
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
F. Matsuda
中科院分区：
文献类型：
--
作者：
Y. Okazaki;F. Matsuda
两所大学的本科生，被指定为A组和B组，参加了这项研究。A组视觉记忆广度测验和视觉工作记忆测验的平均分显著高于B组。参与者分别观看CRT显示器，显示两辆汽车在两条平行轨道上以不同的持续时间和距离向同一方向移动。他们被要求识别出行驶时间较长的汽车，并解释他们做出这一决定的原因。然后，他们完成了一本指导小册子，教授如何计划判断运动的持续时间。最后，他们再次对汽车的运动进行持续时间判断。以下是主要结果。(a)学生在经历学习后，正确回答问题的人数有所增加。(b)正确回答率与记忆测验成绩显著相关。此外，数据表明，更大的记忆容量可以弥补较差的计划。(c)两组在持续时间判断任务中的策略不同。
Undergraduate students at two universities, designated as Groups A and B, participated in this study. The Mean scores on a visual memory span test and a visual working memory test of Group A were significantly higher than those in Group B. Participants individually watched a CRT display showing two cars that were moving in the same direction on two parallel tracks for various durations and distances. They were asked to identify the car that had traveled for the longer duration and to explain the reasons for their decision. Then, they completed an instructional booklet that taught about planning to make judgments of duration for movement. Finally, they did the duration judgment tasks for the car's movements again. The following are the main results. (a) The number of undergraduates who answered correctly increased after their learning experience. (b) The rates of correct responses were significantly related to the memory test scores. Furthermore, the data suggested that larger memory capacity could compensate for poorer planning. (c) The two groups differed in strategies for the duration judgment tasks.