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

本研究探讨了在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，学习阶段每周进行三次。在学习阶段之后，判断阶段在五分钟或一周后进行。在每个学习阶段操纵呈现频率的刺激倾向有增加、不变和减少三种情况。材料包括多维（实验1），人工语法（实验2），和新颖的抽象形状（实验3）的图片。在实验1中，低典型条件下的偏好值在增加呈现条件下较高。另一方面，减少和固定列报期间的价值较低。在实验2中，不存在接触频率对偏好判断的影响。语法评估值因字符串中的字符数而异。在实验3中，单纯暴露效应发生在增加呈现条件下，因为许多的只是前呈现。间隔一周后，在对怀旧、偏好和熟悉的判断中，判断值上升。此外，呈现大量刺激时，偏好值更高。

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.