认知与发展心理学研究室知识库

    Haider和Frensch (1996 )对传统的技能获得理论进行扩展，认为人能够学会从日常接受的大量信息中区分出任务有关信息和任务无关信息，并且将加工限定在任务有关信息上，技能获得应该包括对任务信息的约简(information reduction ) 。 Haider和Frensch运用字母次序算术任务(alphabetic arithmetic task, 简称为AAT)进行了一系列信息约简的技能获得研究，得到的结果验证了他们 的观点。
    基于AAT范式的研究方法，本研究首先验证中国被试在完成字母次序算术任务时是否能够获得信息约简的认知技能;接着，考虑到AAT中的有关信息与无关信息在难度和知觉突显性上存在差异，研究采用修改的AAT即字母次序任务进一步进行考察;最后，对AAT进行扩展，研究在视觉搜索任务上被试是否能够获得信息约简技能。
本研究得到三点主要的结论:
    (1)被试在完成字母次序算术任务，字母次序任务，以及字母搜索任务时都能够获得信息约简技能，他们能够随练习的增加学会区分有关信息和无关信息，并且将加工限定(至少是部分地限定)在有关信息上。
    (2)被试完成不同复杂程度的任务(字母次序算术任务，字母次序任务，字母搜索任务)时信息约简技能获得的程度不同。
    (3)对平均反应时与练习的关系进行曲线估计，在三种任务上均得到负加速的幂曲线模型拟合优度最高，说明练习的幂函数定律适用于被试群组的信息约简技能获得曲线。

     Haider and Frensch (1996) proposed an extension of the traditional theories of skill  acquisition by arguing  that people  could  learn to  separate  task-relevant information from tasl} irrelevant information, and to limit their processing to relevant information. Information reduction should be involved in skill acquisition. Haider and Frensch adopted alphabetic arithmetic task (AAT) to conduct a series of research on the skill acquisition of information reduction. The results supported their views.
    On the basis of AAT paradigm, this study first examined whether the Chinese subjects were able to acquire the cognitive skill of information reduction on AAT. Then, considering that there were differences in difficulty and perceptual salience between relevant and redundant information in AAT, we modified it into alphabetic task to do further research. Finally, we extended AAT by examining whether the subjects could acquire the skill of information reduction on visual search task.
    The results of the present study indicated that: (a) the subjects could acquire the skill of information reduction on alphabetic arithmetic task, alphabetic task, and visual search task.  They could learn to separate task-relevant information from task-irrelevant information, and to limit (at least partially) their processing to relevant aspects of the tasks; (b) the subjects acquired the skill of information reduction to different extent on tasks with different complexity; (c) the relation between mean response time (RT) and practice on the three tasks were all best fitted by negatively accelerated power model, which indicated that the power law of practice fitted the skill acquisition curves of information reduction when the subjects were analyzed as a group.