本研究探討學習脈絡與圖像辨認的知覺處理需求如何影響學習時的注意力分配並進而影 響記憶登錄，以及這些研究發現在教學上的應用方向。兩個實驗運用重複促發（repetition priming）典範來比較圖形—圖形（P-P）與文字—圖形（W-P）促發效果的相對大小。結果發 現當圖形與文字在學習階段混合出現，或者圖形的辨認需要處理局部的知覺屬性時，注意力 才會被導向至圖形的知覺層面並引發知覺登錄（encoding）；當圖形的辨認不需處理局部屬性 且圖文形式沒有在受試者內產生對照時，沒有圖形知覺登錄的證據。這些發現顯示（1）即使 是被一般人認為「簡單」而用作文字輔助的圖形，其記憶登錄卻不是單純的歷程（2）圖形登 錄取決於學習脈絡與作業需求是否與如何影響注意力導向（3）以圖像為學習輔助媒介時，應 重視教學活動的設計是否適切引導學生對於圖像的注意力分配，以及瞭解學習者是否擅於圖 像的處理。

This study explores how study context and perceptual processing demands in picture recognition affect attention allocation and, in turn, memory encoding, as well as the applications of current findings in teaching. The repetition priming paradigm was adopted in two experiments. Relative magnitudes of picture-picture (P-P) and word-picture priming effects were compared. The results showed that when pictures and words were mixed in the study phase or when the recognition of the picture required processing of local perceptual features, attention was perceptually directed and resulted in perceptual encoding of the picture. If, however, the recognition of the picture did not require local processing and the surface format of pictures and words did not lead to contrast in subjects, no evidence of perceptual encoding for pictures was found. These findings suggest that: (1) memory encoding of pictures is not a simple process even though pictures are customarily regarded as an‘easy-to-learn’text adjunct; (2) pictorial encoding is determined by whether and how study context and processing demands affect the manner in which attention is allocated; (3) in devising a pictorial learning aid, learning activity should be so arranged that it properly directs students’attention allocation and the adeptness of the learner in pictorial processing should also be understood.

文字;重複促發;圖示;圖形;輔助圖形

adjunct pictures; illustrations; pictures; repetition priming; words