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系統識別號 U0026-0909201615053200
論文名稱(中文) Colavita效應與其形成機制解釋之探討
論文名稱(英文) The underlying mechanism in Colavita effect
校院名稱 成功大學
系所名稱(中) 心理學系
系所名稱(英) Department of Psychology
學年度 104
學期 2
出版年 105
研究生(中文) 張亦甄
研究生(英文) Yi-Chen Chang
學號 U76021048
學位類別 碩士
語文別 英文
論文頁數 72頁
口試委員 口試委員-李金玲
口試委員-陳奕全
指導教授-黃碧群
中文關鍵字 Colavita 效應  視覺優勢  聽覺優勢  取用不對稱性  模組適切假說 
英文關鍵字 Colavita effect  modality dominance  modality appropriateness  visual dominance  auditory dominance 
學科別分類
中文摘要 Colavita 效應乃是一視覺優勢現象,描述當同時呈現視覺與聽覺刺激給予受 試者時,受試者傾向忽略聽覺刺激而維持對視覺刺激的偵測表現。過去對此效果的 成因解釋眾說紛紜,在本研究中我們將檢視 Spence (2009) 所提出的假設,以及 Welch and Warren (1980) 所提出的模組適切假說,了解此二說是否足以說明 Colavita 效應之形成。由於人腦處理較暗視覺刺激快過較亮之視覺刺激,我們將藉 此特性試圖擴大視聽刺激處理歷程之速度差異(取用不對稱性, accessory asymmetry),根據 Spence(2009)之假設,我們預期擴大的速度差能導致更強的 Colavita 效應。我們亦採取三反應鍵之設定,藉此獨立出取用不對稱性在 Colavita 效應形成歷程的影響性。本研究結果支持取用不對稱性以及模組適切假說。我們透 過增加空嘗試次 (absent trials) 成功將 Colavita 效應反轉為聽覺優勢之結果。此 外,我們發現取用不對稱性不僅可用於解釋 Colavita 視覺優勢效果,亦可用於解 釋聽覺優勢現象之產生。
英文摘要 Colavita effect is a robust visual dominance effect which described a tendency of responding to visual modality while ignoring the auditory modality when the participants were presented with a bimodal audio-visual stimulus. Several explanations of its cause have been provided and are still in debate. We investigated Spence’s (2009) assumption of the mechanism behind Colavita effect and the Welch and Warren’s (1980) modality appropriateness hypothesis as an explanation of the Colavita effect. We intended to manipulate the accessory asymmetry of visual and auditory targets with target polarity. As darker targets should be proceeded faster than brighter targets, we expected a larger Colavita effect when using darker visual targets. We also used a three-key design to clarify the influence of accessory asymmetry in the assumed process of forming the Colavita effect. With adding absent trials, we tested the plausibility of modality appropriateness hypothesis. Our results support Spence’s idea of accessory asymmetry. We found it applicable not only in visual dominance results but also in auditory dominance and "no-dominance" results. Moreover, our finding also supports the modality appropriateness hypothesis, by which we successfully reversed the Colavita effect into auditory dominance when absent trials were added.
論文目次 Introduction 7
Colavita effect................................... 8
Explaining the Colavita effect .......................... 11
Method 22
Apparatus and setting .............................. 22
Part I: Replication of Colavita effect and the impact of perceptual factors . 23
Experiment1:Replication ............................ 23
Experiment2:LoweringVisibility........................ 26
Experiment3:ChangingTargetPolarity .................... 28
PartII:ExperimentalDesign........................... 30
Experiment4:Changing the Number of ResponseKeys . . . . . . . . . . . 30
Experiment5:AddingAbsentTrials ...................... 32
PartIII:Combination of factors ......................... 34
Experiment6:Low visibility and three-key design . . . . . . . . . . . . . 34
Experiment 7: Low visibility with three-key design and absent trials . .35
Result 39
Part I: Replication of Colavita effect and the impact of perceptual factors Experiment1:Replication ............................ 39 Experiment2:LoweringVisibility........................ 43


Experiment3:ChangingTargetPolarity .................... 46
PartII:ExperimentalDesign........................... 49
Experiment 4: Manipulating the Number of Response Keys . . . . . . . . . 49
Experiment5:AddingAbsentTrials ...................... 52
PartIII:Combination of factors ......................... 55
Experiment 6: Low Visibility and Three Response Keys . . . . . . . . . . . 55
Experiment 7: Low Visibility and Three Response Keys with Absent Trails 58
Discussion 62
Part I: Replication of Colavita effect and the impact of perceptual factors . 62 PartII:ExperimentalDesign........................... 64
PartIII:Combination of factors ......................... 66
GeneralDiscussion ................................ 67
Conclusion..................................... 68
References 69
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