分类学习与混合学习下的注意促进效应比较
摘要
<p id="C2">Stimuli presented with interference of the nature of targets detection are later recognized more accurately than that of distracted rejection, an unusual effect labeled the <italic>attentional boost effect</italic> (ABE). Spataro, Mulligan, Gabrielli and Rossi-Arnaud (2017) proposed the item-specific account, arguing that target detection mainly facilitates the processing of item-specific information rather than relational information. The item-specific account seems to have a larger scope of application. However, Spataro et al. (2017) proposed this account mainly based on the different degrees to which test tasks depended on item-specific and relational information. As a result, we propose a question: if target detection mainly promotes the item-specific information of the background stimulus, when the background stimulus mainly depends on the processing of relational information, will the promoting effect of target detection be reduced or even disappear? The discussion of this issue could provide more direct evidence for the item-specific account of the ABE. In the present study, mixed learning and classified learning methods were used to process the item-specific information and relational information of background stimuli. In general, pictures and words contain different perceptual information; the memory of picture preferentially utilizes image representations, while the memory of word preferentially utilizes semantic representations. Additionally, do the processing differences seen between words and pictures change the effects of classified and mixed learning on the ABE? To answer these questions, the current study performed two experiments to test whether the ABE is affected by the different types of processing needed for words and pictures used as background information. <p id="C202">The experiment was a 2 (presentation mode: classified learning, mixed learning) × 3 (stimulus type: target, distraction, baseline) mixed design. The presentation mode