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.

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