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題名：項目法指示性遺忘之注意力抑制
作者：李皇謀
作者(外文)：Huang-mou Lee
校院名稱：國立中正大學
系所名稱：心理學所
指導教授：李玉琇
學位類別：博士
出版日期：2009
主題關鍵詞：項目法指示性遺忘；Stroop叫色作業；注意力抑制；叫色促進；intention forgetting；attentional inhibition；Stroop color-naming；semanitic inhibition；word naming.
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本研究目的在探討項目法指示性遺忘的注意力抑制機制及其特性。在項目法的程序中加入Stroop叫色作業，並觀察遺忘指令是否可以降低叫色干擾。每個線索呈現後接著出現不同顏色的叫色詞，受試者必須盡快且正確的說出墨水顏色。實驗一的結果呈現出F字詞的叫色反應時間比相異詞快。顯示F線索會引發注意力抑制來抑止F字詞的活化，而降低F字詞對叫色反應的干擾。實驗二分別操弄叫色詞的字義、字音、字形，藉以觀察注意力抑制的目標為何種字詞特徵。結果顯示字形會受到注意力抑制而造成叫色促進效果。實驗三探討注意力抑制的目標是否包括空間位置。結果發現F字詞的叫色促進效果不受空間位置影響，顯示受到注意力抑制的是個體（object），而非空間位置（location）。實驗四探討線索延宕對注意力抑制的影響。實驗結果顯示在延宕2,000毫秒後才出現F線索，F字詞的叫色促進效果消失，即注意力抑制無法有效的抑制字詞的干擾。結果符合賽馬競賽理論的預期。若F線索延宕太久才出現，則注意力抑制無法有效抑止F字詞的活化。實驗五改用聽覺方式呈現學習詞，結果R字詞和F字詞出現叫色延遲的現象。但是當叫色詞與學習詞只有字音的關聯時，F字詞的叫色延遲現象消失。實驗六將叫色作業改為唸字作業，結果發現若以視覺方式呈現學習詞，R字詞和F字詞均出現唸字促進的效果。但是以聽覺方式呈現學習詞，F字詞的唸字促進效果消失。如果唸字詞與學習詞只有字音關聯，則出現F字詞的唸字促進效果。本研究的結果指出F線索會引發注意力抑制來抑止字形的活化。並且注意力抑制的運作模式會受到字詞呈現的方式和作業特性的影響。
This study investigated the attentional inhibition mechanism in item method directed forgetting. The Stroop color-naming task was used to examine whether the color-naming interference was reduced after the presentation of the forget (F) cue. Experiment 1 showed reduction in color-naming interference when the same color-word was cued to forget as compared with a different color-word. This result suggests that the F cue initiated attetnional inhibition to restrain the activation of F word. Experiment 2 manipulated the semantic, phonological and physical characteristics of the color-naming word in order to find out the target of inhibition. The results suggest that it was the physical features, and not the semantic or phonological features that was inhibited. Experiment 3 demonstrated that the interference reduction effect from the F cue was not influenced by the spatial location of the color word. Experiment 4 further investigated the role of F cue delay. The results showed that the effect disappeared when F cue was presented 2,000 milliseconds after the studied words. This result was consistent with the horse-race model. Inhibition could not be executed efficiently when there was a long delay in the presentation of the F cue. In Experiment 5, participants listened to instead of reading the studied word. Both R and F cues showed a larger color-naming interference as compared with the control words. However, the effect disappeared when the color-words and study-words had the same pronunciation. In Experiment 6, a color-naming task was replaced by a word-naming task. A facilition in R and F word naming was found when the studied word was presented in a visual modality, but not in an auditory modality. A facilitation in word naming was also found when the studied word and naming word had the same pronunciation. Overall, the present study suggests that attentional inhibition of physical features is involved in forgetting the studied words, in addition to the selective rehearsal of the R word. Moreover, the process of attentional inhibition seem to moderated by the presentation modality and the nature of the task.
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