Temporal learning in the suprasecond range: insights from cognitive style.
Temporal learning in the suprasecond range: insights from cognitive style.
复制标题
DOI：
10.1007/s00426-022-01667-x
复制
发表时间：
2023-03
影响因子：
2.3
通讯作者：
Boccia, Maddalena
中科院分区：
文献类型：
--
作者：
Teghil, Alice;D'Antonio, Fabrizia;Di Vita, Antonella;Guariglia, Cecilia;Boccia, Maddalena
关于事件或动作的时间信息的获取（时间学习）发生在亚秒和超秒范围内。然而，尽管参与者之间在时间学习方面的相关差异已经被报道，但个体变异的维度在影响这些任务中的表现方面的作用仍然不清楚。在此，我们研究了这一问题，评估了场依赖/独立认知风格对超秒范围内时间学习的影响。由于不同的机制调节时间，当一个时间表征是自我产生的，当它依赖于一个外部参考，时间学习在两种情况下进行评估。参与者在六次重复中观察一个刺激并再现它。他们不知道的是，在基于内部学习（IBL）的条件下，刺激持续时间在试验中是固定的，尽管定义它的事件数量不同；在外部提示学习（ECL）条件下，刺激由每次试验中相同数量的事件定义，尽管其持续时间不同。还评估了繁殖方式的影响（运动与知觉）。IBL的错误评分高于ECL；可变性的情况正好相反。相关分析进一步证实，场独立个体在IBL中的表现优于场依赖个体。研究结果表明，高水平认知功能（如领域依赖/独立）的变异性维度差异显著影响超秒范围内的时间学习，而这种影响取决于特定任务需求所培养的时间表征类型。
The acquisition of information on the timing of events or actions (temporal learning) occurs in both the subsecond and suprasecond range. However, although relevant differences between participants have been reported in temporal learning, the role of dimensions of individual variability in affecting performance in such tasks is still unclear. Here we investigated this issue, assessing the effect of field-dependent/independent cognitive style on temporal learning in the suprasecond range. Since different mechanisms mediate timing when a temporal representation is self-generated, and when it depends on an external referent, temporal learning was assessed in two conditions. Participants observed a stimulus across six repetitions and reproduced it. Unbeknownst to them, in an internally-based learning (IBL) condition, the stimulus duration was fixed within a trial, although the number of events defining it varied; in an externally-cued learning (ECL) condition, the stimulus was defined by the same number of events within each trial, although its duration varied. The effect of the reproduction modality was also assessed (motor vs. perceptual). Error scores were higher in IBL compared to ECL; the reverse was true for variability. Field-independent individuals performed better than field-dependent ones only in IBL, as further confirmed by correlation analyses. Findings provide evidence that differences in dimensions of variability in high-level cognitive functioning, such as field dependence/independence, significantly affect temporal learning in the suprasecond range, and that this effect depends on the type of temporal representation fostered by the specific task demands.
由于认知方式，空间记忆识别的差异。
影响因子：
5.6
作者：
Tascón L;Boccia M;Piccardi L;Cimadevilla JM
通讯作者：
Cimadevilla JM
认知方式对导航环境的学习和检索的影响。
影响因子：
5.6
作者：
Boccia M;Vecchione F;Piccardi L;Guariglia C
通讯作者：
Guariglia C