指令记忆中被试执行任务效应的多模态依赖：指令惯用性的调节作用
Modality Dependence in the Subject-performed Task Effect for Verbal Instructions: The Moderating Role of Action–Object Pair Conventionality
谢婷婷 1杨联宇 1吴晓甜 1周典典 1于战宇2
作者信息
- 1. 福建师范大学心理学院
- 2. 江苏师范大学教育科学学院
- 折叠
摘要
被试执行任务（SPT）效应指个体以动作编码（执行指令所描述的动作）而非言语编码（仅听指令）来学习指令时，其后续回忆准确性更高。本研究从多通道视角解释SPT效应，以三项实验考察指令惯用性对SPT效应多通道依赖性的调节作用。实验1操控指令惯用性与物体图片可见性，发现惯用指令在有无图片条件均产生SPT效应，而非惯用指令均未出现SPT效应。实验2将图片改为真实物体并允许操作，发现非惯用指令在此条件出现SPT效应。实验3正交操纵视觉（戴眼罩）与触觉（戴手套），发现非惯用指令的SPT效应仅在视觉可用时出现，触觉的精细信息不影响SPT效应。三项实验表明，SPT效应的通道依赖模式随指令惯用性而不同：高惯用指令由动觉独立驱动，低惯用指令需视觉-动觉协同，触觉精细信息则非必需。
Abstract
The subject-performed task (SPT) effect refers to the finding that action encoding (physically performing described actions) yields better recall of verbal instructions than verbal encoding (merely listening to them). Multimodal theory proposes that this advantage arises because action encoding recruits additional sensory channels beyond the verbal modality, including kinesthetic (motor execution), visual (e.g., observing objects and actions), and tactile input (e.g., touching object surfaces), thereby enriching memory traces and enhancing their retrievability (Bckman & Nilsson, 1984; Engelkamp & Zimmer, 1984).Building on this framework, the present study examined how the conventionality of actionobject pairings in verbal instructions moderates the multimodal dependencies of the SPT effect, with the aim of distinguishing critical from auxiliary sensory contributions. Three experiments were conducted using familiar everyday objects.In Experiment 1 (N = 200), we manipulated instruction conventionality (conventional, e.g., sharpen a pencil; non-conventional, e.g., poke a pencil) and the presence versus absence of object pictures (providing visual cues without physical interaction). Results showed that conventional instructions elicited a SPT effect (i.e., performance in the action encoding condition was superior to that in the verbal encoding condition) regardless of whether pictures were present. In contrast, non-conventional instructions failed to produce the SPT effect even when object pictures were available. We hypothesized that static visual input alone may be insufficient to support the online integration of verbs and nouns for non-conventional pairings, and that physical interaction with objects might be necessary. To test this hypothesis, Experiment 2 (N = 58) replaced pictures with real, manipulable objects, enabling participants to physically interact with them during encoding. Under these conditions, non-conventional instructions yielded a significant SPT effect when objects were present but not when absent, indicating that sensorimotor interaction, rather than mere visibility, is essential for the SPT effect with non-conventional instructions. However, because real objects concurrently engage both vision and touch, Experiment 2 could not isolate which sensory channel drives this effect. Experiment 3 (N = 54) addressed this by orthogonally manipulating visual access (blindfolded vs. unblindfolded) and fine tactile fidelity (wearing gloves vs. bare-handed) during object interaction, with a verbal-only baseline. Results showed that the SPT effect emerged only when vision was available, irrespective of fine tactile condition. Specifically, recall performance was significantly better in both vision + touch and vision + no-fine-touch action conditions than in the verbal baseline (ps .999). These findings demonstrate that vision, rather than fine tactile input, is the necessary channel for the SPT effect with non-conventional instructions.Collectively, these findings reveal that the sensory channel dependence of the SPT effect varies with instruction conventionality. For conventional instructions, kinesthetic input alone, without visual or tactile support, suffices to drive the SPT effect. For non-conventional instructions, the SPT effect requires the coordination of kinesthetic and visual input, while fine tactile information plays no independent role. These results refine multimodal theory by demonstrating that channel contributions are not simply additive, where more channels yield greater benefit, but are instead flexibly determined by whether pre-existing actionobject associations are available. This advances the understanding of multimodal memory and offers practical guidance for memory support strategies in populations with sensory or neurodevelopmental differences (e.g., autism spectrum disorder), where optimizing visualmotor integration may enhance instruction memory without relying on tactile precision.关键词
SPT效应/指令记忆/多通道加工理论Key words
SPT effect/instruction memory/multimodal processing theory引用本文复制引用
谢婷婷,杨联宇,吴晓甜,周典典,于战宇.指令记忆中被试执行任务效应的多模态依赖：指令惯用性的调节作用[EB/OL].(2026-08-11)[2026-08-22].https://chinaxiv.org/abs/202608.00007.学科分类
科学、科学研究
