速度知识和表征动量

摘要： 通过3个实验探索速度知识和表征动量的关系。3个实验均使用2（速度知识：快、慢）×2（运动方向：左、右）的两因素实验设计，采用诱导运动范式，因变量为偏移加权均数。实验1使用汽车和自行车作为刺激材料，发现两者的前移量无差异；实验2使用人奔跑和站立姿势作为刺激材料，发现奔跑的前移量大于站立的前移量；实验3是控制实验，发现实验2的结果不是由水平视角差异造成的。结论：在有效启动速度概念的情况下，速度知识可以影响表征动量，但其影响可能相对微弱。
Abstract: The present research aimed to explore the relationship between the knowledge of velocity and representational moment by 3 experiments. Representational momentum referred to the tendency of observers to “remember” the stopping point of an event as being farther along in the direction of motion than it was in reality. When reviewing the papers using familiar objects in the real world as targets, we found that there was a typical motion effect on representational momentum, that was, the natural objects’ displacement in moving forward condition was larger than moving backward condition. However, the causes of the typical-motion effect are still in debates. One argument was that the pointless was the only source of typical motion effect. Reed and Vinson’s result (2002) was not consistent with Nagai and Yagi’s (2001). The other argument was that velocity maybe one of the sources of typical motion effect. The effect of the knowledge of velocity on representational momentum is still an open question. Halpern and Kelly (1993) thought that representational momentum was not affected by the knowledge of velocity, because there were no difference in displacement between rhinos and fox (slow characteristic) and motorcycles and trucks (fast characteristic). However, Reed and Vinson (1996) found that the stimulus named steeple produced smaller representational momentum effects than the stimulus named rocket. They thought that conceptual knowledge about an object’s typical motion affects the magnitude of representational momentum. We assumed that one’s knowledge of velocity about natural objects influenced the displacement of representational momentum. The present research included three experiments to explore the relationship between the knowledge of velocity and representational momentum. We used a 2(knowledge of velocity: fast, slow) ×2(direction of motion: leftward, rightward) within-subjects design and used implied motion paradigms in all three experiments. The dependent variable was the weighted measure (WM). In experiment 1, we used the picture of car and bike as materials. In experiment 2, we used the picture of body’s gestures of running and standing as materials. Experiment 3 was a control experiment of experiment 2. The aim of experiment 3 was to exclude a possible explanation of experiment 2. The horizontal viewing