大学生媒体多任务与内隐学习关系研究

Relationship between Media Multitasking and Implicit Learning in College Students

摘要: 采用《媒体使用情况调查问卷》对大学生媒体多任务情况进行调查，发放问卷85份，有效问卷80份，将MMI指数高于平均数一个标准差的被试定义为高媒体多任务者，MMI指数低于平均数一个标准差的被试定义为低媒体多任务者，其余为中媒体多任务者。本实验采用3 (媒体多任务者类型：高、中、低) × 4 (场景类型：完全重复、布局重复、特征重复和新异条件) × 5 (时间阶段：1~5)的混合实验设计，探究高、中、低媒体多任务者的内隐学习是否存在差异以及三者在内隐学习方式上是否存在差异。结果表明，高、中、低媒体多任务者的内隐学习程度没有显著差异。但是在内隐学习方式上，中、低媒体多任务者的内隐学习既依赖于场景的空间信息也依赖于特征信息，高媒体多任务者的内隐学习只依赖于场景的空间信息。

Abstract: The media Use Questionnaire was used to investigate the media multitasking situation of college students, and 85 questionnaires were issued, of which 80 were valid. Media multitasking index higher than the average one standard deviation is defined as high media multitasking, lower than the average one standard deviation is defined as low media multitasking, the rest for the media multitasking. In this study, a mixed experimental design of 3 (media multitaskers: high, medium and low) × 4 (scene types: combined repetition, configuration repetition, identity repetition and new) × 5 (epoch: 1~5) was adopted to explore whether there are differences in the implicit learning of high, medium and low media multitaskers and whether there are differences in the implicit learning methods of the three. The results show that there is no significant difference in the degree of implicit learning among high, medium and low media multitaskers. In addition, the implicit learning of medium and high media multitaskers depends on both the configuration information and identity information of the scene, while the implicit learning of low media multitaskers only depends on the configuration information of the scene.