抑制差异与错误信息持续影响效应的关系:信息相关度的作用

doi:10.16187/j.cnki.issn1001-4918.2024.05.01

摘要/Abstract

摘要： 为考察个体抑制控制能力与错误信息持续影响效应的关系以及信息相关度在其中的影响,135名年龄范围在18～25岁的被试通过大学校园广告招募自愿参加了实验。研究采用直接衡量个体抑制能力的实验任务对被试进行了分组,同时在错误信息持续影响效应的范式中进一步区分了信息的不同相关度。结果发现,个体抑制能力的差异导致了错误信息更正的差异,高抑制能力组能够较好地更正之前的错误信息,而低抑制能力组的更正效果随信息相关度的不同而变化。结果提示抑制过程的失败也取决于信息相关度的差异。本研究结果为错误信息持续影响效应的提取失败解释提供了更为直接的实验依据并细化了已有的理论解释,为教育教学中知识的更正过程提供了支持与借鉴。

关键词: 错误信息, 抑制能力, 相关度, 个体差异, 大学生

Abstract: To investigate the relationship between inhibitory control ability and the continued influence effect of misinformation and the variables of information relevance that influence this relationship, 135 participants in the age range of 18～25 years were recruited voluntarily to participate in the experiment through advertising on university campuses. This study grouped participants using an experimental task that directly measured the inhibitory ability of individuals, and further distinguished the relevance of the experimental materials in the CIEM paradigm. The results found that differences in individual inhibitory ability led to differences in misinformation retraction, with the high inhibitory ability group being able to retract the previous misinformation better, while the retraction effect of the low inhibitory ability group varied with the degree of information relevance. The results suggest that the failure of the inhibitory process is also based on the differences in the information relevance. The findings provide more direct experimental evidence for the theory of retrieval failure of the CIEM and further refine it. It provides a support and reference for the correction process of knowledge in education and teaching.

Key words: misinformation, inhibition ability, relevance, individual differences, college students

中图分类号:

B844

贾丽娜, 阴晓娟. 抑制差异与错误信息持续影响效应的关系:信息相关度的作用[J]. 心理发展与教育, 2024, 40(5): 609-615.

JIA Lina, YIN Xiaojuan. The Relationship between Inhibitory Differences and the Continued Influence Effect of Misinformation: The Role of Information Relevance[J]. Psychological Development and Education, 2024, 40(5): 609-615.

参考文献

Ayers, M. S., & Reder, L. M. (1998). A theoretical review of the misinformation effect: Predictions from an activation-based memory model.Psychonomic Bulletin & Review, 5(1), 1-21.
Brydges, C. R., Gignac, G. E., & Ecker, U. K. H. (2018). Working memory capacity, short-term memory capacity, and the continued influence effect: A latent-variable analysis. Intelligence, 69, 117-122.
Brydges, C. R., Gordon, A., & Ecker, U. K. H. (2020). Electrophysiological correlates of the continued influence effect of misinformation: An exploratory study.Journal of Cognitive Psychology, 32(8), 771-784.
Butterfuss, R., & Kendeou, P. (2018). The role of executive functions in reading comprehension. Educational Psychology Review, 30, 801-826.
Butterfuss, R., & Kendeou, P. (2020). Reducing interference from misconceptions: The role of inhibition in knowledge revision. Journal of Educational Psychology, 112(4), 782-794.
Catarino, A., Kupper, C. S., Werner-Seidler, A., Dalgleish, T., & Anderson, M. C. (2015). Failing to forget: Inhibitory-control deficits compromise memory suppression in posttraumatic stress disorder. Psychological Science, 26(5), 604-616.
Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., … Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis.Journal of Experimental Psychology: General, 141(3), 470-488.
Cunningham, S. J., & Turk, D. J. (2017). Editorial: A review of self-processing biases in cognition.Quarterly Journal of Experimental Psychology, 70(6), 987-995.
Doyle, C., Smeaton, A. F., Roche, R. A. P., & Boran, L. (2018). Inhibition and updating, but not switching, predict developmental dyslexia and individual variation in reading ability.Frontiers in Psychology, 9, 795. https://doi.org/10.3389/fpsyg.2018.00795
Ecker, U. K. H., Lewandowsky, S., Swire, B., & Chang, D. (2011). Correcting false information in memory: Manipulating the strength of misinformation encoding and its retraction. Psychonomic Bulletin & Review, 18(3), 570-578.
Ecker, U. K. H., Hogan, J. L., & Lewandowsky, S. (2017). Reminders and repetition of misinformation: Helping or hindering its retraction?Journal of Applied Research in Memory and Cognition, 6(2), 185-192.
Gordon, A., Brooks, J. C. W., Quadflieg, S., Ecker, U. K. H., & Lewandowsky, S. (2017). Exploring the neural substrates of misinformation processing.Neuropsychologia, 106, 216-224.
Gordon, A., Quadflieg, S., Brooks, J. C. W., Ecker, U. K. H., & Lewandowsky, S. (2019). Keeping track of ‘alternative facts’: The neural correlates of processing misinformation corrections. NeuroImage, 193, 46-56.
Golubickis, M., Persson, L. M., Falbén, J. K., & Macrae, C. N. (2021). On stopping yourself: Self-relevance facilitates response inhibition. Attention Perception & Psychophysics, 83, 1416-1423.
Hou, M., Grilli, M. D., & Glisky, E. L. (2019). Self-reference enhances relational memory in young and older adults.Aging Neuropsychology and Cognition, 26(1), 105-120.
Jia, L. N., Shan, J. L., Xu, G. P., & Jin, H. (2020) Influence of individual differences in working memory on the continued influence effect of misinformation. Journal of Cognitive Psychology, 32(5-6), 494-505.
Jin, H., Jia, L. N., Yin, X. J., Wei, S. L., & Xu, G. P. (2022). The Influence of Information Relevance on the Continued Influence Effect of Misinformation. Journal of Psychiatry and Psychiatric Disorders, 6, 203-218.
Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items.Journal of Educational Psychology, 30(1), 17-24.
Kendeou, P., Walsh, E. K., Smith, E. R., & O’Brien, E. J. (2014). Knowledge revision processes in refutation texts. Discourse Processes, 51(5-6), 374-397.
Lewandowsky, S., Ecker, U. K. H., Seifert, C. M., Schwarz, N., & Cook, J. (2012).Misinformation and its correction: Continued influence and successful debiasing. Psychological Science in the Public Interest, 13(3), 106-131.
Miyake, A., Friedman, N. P., Emerson, M. T., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex ‘frontal lobe’ tasks: A latent variable analysis. Cognitive Psychology, 41, 49-100.
Rich, P. R., & Zaragoza, M. S. (2016). The continued influence of implied and explicitly stated misinformation in news reports. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(1), 62-74.
Rich, P. R., & Zaragoza, M. S. (2020). Correctingmisinformation in news stories: An investigation of correction timing and correction durability. Journal of Applied Research in Memory and Cognition, 9(3), 310-322.
Sanderson, J. A., Gignac, G. E., & Ecker, U. K. H. (2021). Working memory capacity, removalefficiency and event specific memory as predictors of misinformation reliance. Journal of Cognitive Psychology, 33(5), 518-532.
Schäfer, S., Wentura, D. & Frings, C.(2020). Creating a network of importance: The particular effects of self-relevance on stimulus processing. Attention, Perception, & Psychophysics, 82, 3750-3766.
Vosoughi, S., Roy, D., & Aral, S. (2018).The spread of true and false news online. Science, 359(6380), 1146-1151.
Yin, S., Sui, J., Chiu, Y. C., Chen, A., & Egner, T. (2019). Automatic prioritization of self-referential stimuli in working memory. Psychological Science, 30(3), 415-423.
Zhao, X., Jia, L. N., & Maes, J. H. R. (2018). Effect of achievement motivation on cognitive control adaptations.Journal of Cognitive Psychology, 30(4), 453-465.
Zhao, X., & Jia, L. N. (2019). Training and transfer effects of interference control training in children and young adults. Psychological Research, 83(7), 1519-1530.
金花, 贾丽娜, 阴晓娟, 严世振, 魏士琳, 陈俊涛. (2022). 错误信息持续影响效应的神经基础. 心理学报, 54(4), 343-354.

相关文章 15

[1]	刘颖, 刘儒德, 毛晨莹, 林静敏, 刘佳彬. 在线视频学习中教师反馈时间和反馈复杂性对大学生学习投入的影响[J]. 心理发展与教育, 2026, 42(3): 408-417.
[2]	万欢兰, 牛宇洁, 王博晨, 金灿灿. 大学生人生目标、自我控制和学业倦怠间的关系:一项纵向研究[J]. 心理发展与教育, 2026, 42(3): 418-426.
[3]	张梅, 黄扬, 于嘉雯, 黄四林. 媒体多任务对大学生阅读绩效的影响：任务难度和类型的调节[J]. 心理发展与教育, 2026, 42(2): 222-233.
[4]	赵笑梅, 赵昕睿, 王珂珂. 大学生图文信息知识整合的加工:来自ERP的证据[J]. 心理发展与教育, 2026, 42(1): 18-27.
[5]	丁越, 刘力嘉, 寇彧. 互联网时代的大学生人际关系满意度:线上积极反馈与感知社会支持的作用[J]. 心理发展与教育, 2026, 42(1): 39-49.
[6]	王祯, 史保莹, 赵好莉, 郭云飞, 王恩国. 情感教学代理的情绪表达和角色对视频学习的影响:学习者经验的调节作用[J]. 心理发展与教育, 2026, 42(1): 60-69.
[7]	魏军, 羿聪, 周溪亭. 大学生基于学业表现的自我价值感与学业内卷行为的关联:基于潜变量增长模型分析[J]. 心理发展与教育, 2025, 41(5): 692-700.
[8]	焦姣, 牡丹, 史璐. 亲密关系满意度对大学生主观幸福感的影响:一项日记追踪研究[J]. 心理发展与教育, 2025, 41(5): 720-729.
[9]	胡心怡, 陈英和. 大学生新目标投入能力、自我损耗与幸福感的关系:生命意义感的调节作用[J]. 心理发展与教育, 2025, 41(3): 348-356.
[10]	谢莉, 金辉, 王志英, 胡宇飞, 杨喜兰, 席娟. 脱贫内生动力对贫困大学生学习投入的影响:自我控制的中介作用和社会支持的调节作用[J]. 心理发展与教育, 2025, 41(3): 386-397.
[11]	赵笑梅, 程释, 刘子涵, 刘红. 不同语言条件和执行功能对大学生记忆整合的影响[J]. 心理发展与教育, 2025, 41(2): 153-162.
[12]	廖晨曦, 王大华. 大学生依恋对自尊和人际适应的影响[J]. 心理发展与教育, 2025, 41(2): 196-205.
[13]	郭滢, 陈晓丹, 刘文志, 刘雨彤, 朱皕. 青少年语义错误记忆发展:学习测验因素[J]. 心理发展与教育, 2025, 41(1): 12-21.
[14]	相硕琪, 李亚丹, 叶超群, 杨伟星, 郭习佩, 张玲玲, 胡卫平. 创造焦虑与日常创造力的关系: 认知灵活性和创造性参与过程的链式中介作用[J]. 心理发展与教育, 2025, 41(1): 32-41.
[15]	史滋福, 周志豪, 许磊, 陈火红, 管锦亮, 刘承珍. 父母消极教养方式与大学生恶意创造性行为的关系:有调节的中介模型[J]. 心理发展与教育, 2024, 40(6): 808-815.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed