Modeling of the mere exposure effect based on long-term learning

这项研究考察了每个学习阶段的呈现频率操作是否会影响长期学习的单纯暴露效应。在实验中，学习阶段每周共进行三次。学习阶段结束后，五分钟或一周后进行判断阶段。在每个学习阶段操纵呈现频率的刺激倾向有增加、恒定和减少三种情况。实验一为多维图片，实验二为人工语法图片，实验三为新颖抽象图形图片。在实验一中，低-典型条件的偏好值在增加的当前条件下较高。另一方面，递减和固定列报期间的价值较低。在实验2中，偏好判断中不存在联系频率的影响。语法评估值根据字符串中的字符数量而不同。在实验3中，由于呈现前的大量呈现，增加呈现条件下出现了单纯的暴露效应。间隔一周后，在关于怀旧、偏好和熟悉的判断中，判断价值上升。此外，呈现的刺激越多，偏好价值越高。

This study examined whether presentation frequency manipulation at each learning phase affected the mere exposure effect of long term learning. In the experiment, the learning phase was conducted three sessions in total at each a week. After the learning phase, the judgment phase was conducted five minutes or one week later. Stimuli tendency that manipulate presentation frequency at each learning phase were three conditions of increase, constant and decrease. Materials were pictures consisting of multi-dimensions(Experiment 1), artificial Grammar(Experiment 2), and novel abstract shapes(Experiment 3). In Experiment 1, preference values of low-typical condition were high in increase present condition. On the other hand, values during decrease and fixed presentation were low. In Experiment 2, there were not the effects of frequency of contact in preference judgments. Grammar evaluation value was different depending on the number of characters in the string. In Experiment 3, mere exposure effect occurred in the increase-presentation condition because of the many of the just before presentation. After an interval of one week, in judgments about nostalgia, preference and familiarity, judgment values rose. In addition, preference value was higher by presenting a lot of stimuli.