上下判断課題におけるストループ効果におよぼす文脈に規定された意味の影響

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Human judgements in uncertain circumstances depend on the "cognitive map" (Neisser, 1976). The cognitive map is constructed through active cognitive behaviours in a specific situational context where a judgement is made. The purpose of this study was to explore effects of contextual meanings on a judgement of a spacial direction "top" or "bottom" when preceding stimulus was shown. Twenty-four undergraduate and graduate students were participated in this study, and divided into two groups. The subjects of each groups were examined in the two different kinds of learning contextual condition A and B. The experimental design was 2 (two kinds of stimuli; one is corresponded to the target stimulus and the other is not) by 2 (two kinds of learning contexts) factorial design. Preceding stimuli were combinations of a kanji (the meaning of kanji was "top" or "bottom") and a arrow mark (the direction of the arrow were top or bottom). The kanji and the arrow were presented either in black or white color. Target stimuli were circles with a narrow opening either on the top or bottom. A target stimulus was presented for 1000 msec on a screen immediately after 200 msec presentation of a preceding stimulus. The subjects were instructed to make a correct decision about the figures (target stimuli) shown on a screen as quickly as possible. In the learning of contextual condition A, the stimuli were black (white) letters to correspond to the target figures. In the learning of contextual condition B, the stimuli were white (black) letters not to correspond to target stimuli. The subjects performed 50 trials in each learning context. The colors of preceding stimuli and the order of contextual learning conditions were counterbalanced. After the learning sessions, they completed 90 test trials in which all kinds of preceding stimuli described above were mixed. Reaction time, from the beginning of the presentation of a preceding stimulus and the end of a subject's response, was measured. The results indicated significant learning effects in both contextual learning conditions. There were significant differences in reaction time on total test trials between correspondent and not-correspondent figures. It was considered as an usual stroop effect rather than the effects of contextual learning. Based on the results, contextual learning effects were further examined, all the subjects were divided into four groups to contextual learning session (high in correspondent, low in correspondent, high in not-correspondent, low in not-correspondent) according to the saving rate of contextual learning. The results of the subjects of each group were analysed on their test trials. The data indicated significant differences in reaction time in the four groups. In the low learning groups, usual stroop effect were observed. In the high learning condition, however, there were less interference effects in the not-correspondent condition. The results suggested that learning the experimentally controlled context may contribute to the construction of the cognitive map and that the cognitive map functions in an uncertain contextual conditon.
国際基督教大学の論文

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向井敦子
国際基督教大学

上下判断課題におけるストループ効果におよぼす文脈に規定された意味の影響

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