應用事件相關電位探討報告順序對多元向度刺激辨識之影響

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研究生：	沈宜璇 I-hsuan Shen
論文名稱：	應用事件相關電位探討報告順序對多元向度刺激辨識之影響 Event-Related Potential as a Measure of the Effects of Report Order on Multidimensional Stimulus Identification
指導教授：	謝光進 Kong-king Shieh
口試委員:	李永輝 none 紀佳芬 none 許勝雄 none 李再長 none 黃雪玲 none 王茂駿 none
學位類別：	博士 Doctor
系所名稱：	管理學院 - 工業管理系 Department of Industrial Management
論文出版年：	2005
畢業學年度：	93
語文別：	中文
論文頁數：	94
中文關鍵詞：	多元向度刺激辨識、報告順序、練習效果、作業轉換、事件相關電位
外文關鍵詞：	training effect, ERP, task switch, multidimensional stimulus identification, report order
相關次數：	點閱：337 下載：0
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上一筆

視覺顯示是人機系統設計重要的一環，而多元向度刺激設計，是一種利用有限空間、促進資訊整合的有效方法。其中報告順序的安排，是影響操作者資訊編碼與處理績效的重要因素。經由行為反應績效可以推論報告順序的良窳，然而若能以更直接的方式，如客觀的腦波量測(Electroencephalogram; EEG)來探討報告順序對於多元向度刺激辨識之影響，所得的結果應更為可靠。
本研究共有兩個實驗，第一個實驗應用腦波量測中的事件相關電位探討報告順序及練習效果對於多元向度刺激辨識之影響。第二個實驗採受試者內設計，應用事件相關電位探討報告順序與作業轉換對於多元向度刺激辨識之影響。
實驗一結果發現報告順序會影響多元向度辨識的速度，符合長期的語文習慣，有較高的刺激-反應相容性之報告順序，反應時間會較快。以事件相關電位而言，報告順序效果則見於事件相關電位後期成分。不符合長期的語文習慣的報告順序，語意較不恰當，有較大的N2、N400振幅，顯示當採刺激與反應相容性低的報告順序時，受試者認知上的負荷或抑制較高。練習使反應時間減少，在練習初期減少幅度最大，但隨練習之增加，降幅減少。練習效果特別顯示在事件相關電位早期N1、P2等成分，N1、P2不減反增，顯示多元向度辨識較為複雜，雖經過練習，在本實驗中有限的練習時間內尚未熟練。實驗二中報告順序為受試者內因素，受試者需依照指示以兩種報告順序交互反應，兩種報告順序彼此處於競爭狀態，因此反應時間明顯變長，適當的報告順序仍有較快的反應時間，不符合長期的語文習慣的報告順序其轉換成本較大，顯示其刺激反應相容性較低。由事件相關電位顯示，不符合長期的語文習慣的報告順序有較大N400振幅之趨勢。
本研究結果顯示，在多元向度刺激辨識中，符合語文習慣、有較高刺激反應相容性的報告順序，在反應績效、事件相關電位及轉換成本都有較佳的表現。

The problems in designing displays have been among the most important topics in human factors engineering. Compacting information into a single multidimensional stimulus can be an effective way of utilizing limited display space and reducing clutter. In a multidimensional display, the order of reporting dimensional values may play an important role in the accuracy and speed of identifying targets. However, all reaction time investigations must make inferences about the processes between stimulus and response by looking at the final product of the response. To augment this behavioral measurement, the event-related brain potential (ERP) has been used to provide a direct estimate of the timing of cognitive processes.
Two experiments were conducted in the study. Experiment 1 used ERP to investigate the effects of report order on multidimensional stimuli identification. Experiment 2 used task switch paradigm to investigate ERP and performance when order of reporting stimulus dimensions was a within-subject factor.
In Experiment 1, subjects tended to respond faster if a relative high S-R compatible, natural language-appropriate order of reporting the dimensional attributes was employed. For ERP measurement, the results showed greater N2 and N400 neural activities for less appropriate report order. Subjects seemed to put more mental effort and showed more inhibition in less appropriate report order. Practice reduced response times with smaller improvements as the number of practice increased. The effect of training was mainly in the early stage of ERP components, i.e., N1 and P2 of cognitive processing. The mean amplitude of N1 and P2 increased instead of decreased with practice. It seemed that ERPs of participants didn’t habituate during the training sessions. In Experiment 2, the order of report was a within-subject factor. Because of response competition, response times were slower. And switch cost increased significantly greater for a less appropriate report order. For ERPs measurement, the results showed greater N400 neural activities for less appropriate report order.
It seems that participants showed better performance in behavior data, better neural correlates in ERPs, and less switch cost when they responded in a more appropriate and high stimulus-response compatible report order.

目  錄

摘要...............................................................................	Ⅰ
Abstract................................................................................................	III
誌謝..............................................................................	V
目錄..............................................................................	VI
圖索引...........................................................................	X
表索引...........................................................................	XI

第一章 緒論
  1.1 研究動機................................................................	1
  1.2 研究目的................................................................	3
  1.3 研究方法與步驟......................................................	3
  1.4 研究架構................................................................	5

第二章 文獻探討
  2.1 多元向度刺激之報告順序........................................	6
    2.1.1 多元向度刺激的應用..........................................	6
    2.1.2 報告順序............................................................	9
  2.2 事件相關電位的理論與研究.......................................	12
    2.2.1 腦電圖之歷史回顧...............................................	12
    2.2.2 腦電圖的來源.....................................................	12
    2.2.3腦波之量測與記錄................................................	15
    2.2.4腦波分析方法.......................................................	17
    2.2.5 事件相關電位（ERP）提取之技術原理............................	18
    2.2.6 事件相關電位（ERP）的概念和特點..........................	20
    2.2.7 事件相關電位（ERP）之應用. .................................	22
  2.3 知覺學習相關理論與研究..........................................	26
2.3.1 視覺認知通路......................................................	26
2.3.2 學習過程的變化..................................................	29
2.3.3 有關學習之ERP研究.............................................	30
  2.4 反應/不反應作業中N2成分與抑制作用的關係................	31
2.4.1 反應/不反應作業範式...........................................	31
2.4.2 抑制理論............................................................	31
2.4.3 相容性與抑制作用..............................................	32
  2.5 作業轉換.................................................................	33
    2.5.1 作業轉換範式.....................................................	34
    2.5.2 作業轉換機制的假說............................................	34
    2.5.3 不對稱的轉換損失................................................	35
  2.6 總結......................................................................	36

第三章 實驗1：應用事件相關電位探討不同報告順序的練習效果對於多元向度刺激辨識之影響
  3.1 前言........................................................................	38
  3.2 研究方法.................................................................	38
    3.2.1 受試者..............................................................	38
    3.2.2 實驗刺激符號.....................................................	38
    3.2.3 實驗設備...............................................................	40
    3.2.4 實驗設計..............................................................................	40
    3.2.5 實驗程序..............................................................................	41
    3.2.6 電生理訊號收集.................................................................	42
    3.2.7 資料分析.............................................................................	43
  3.3 結果.......................................................................	44
    3.3.1 行為資料..............................................................	44
    3.3.2 事件相關電位(ERP)資料.........................................	49
  3.4 討論......................................................................	58

第四章 實驗2：應用事件相關電位探討報告順序與作業轉換對於多元向度刺激辨識之影響
  4.1 前言......................................................................	62
  4.2 研究方法...............................................................	62
    4.2.1 受試者...............................................................	62
    4.2.2 實驗刺激符號與設備...............................................	63
    4.2.3 實驗設計............................................................................	63
    4.2.4 實驗程序..........................................................	63
    4.2.5 電生理訊號收集................................................................	64
    4.2.6 資料分析.............................................................................	64
  4.3 結果......................................................................	65
4.3.1 行為資料...........................................................	65
4.3.2 事件相關電位(ERP)資料...................................................	70
  4.4 討論......................................................................	76

第五章 結論與建議
  5.1 結論.......................................................................	79
  5.2 建議與未來研究方向...............................................	81

參考文獻 ......................................................................	83

附錄
  附錄3-1： 實驗一之實驗指導語.....................................	91
  附錄4-1： 實驗二之實驗指導語。....................................	93

圖索引

圖 1-1 研究架構圖。..............................................................	5
圖 2-2 國際化10-20系統電極位置。...................................................	16
圖 2-2 聽覺 EP 和 ERPs 的基本波形..........................................	21
圖 2-3 視覺認知通路。............................................................	28
圖 3-1 九個以部分向度與形狀向度所定義的刺激符號。...............	39
圖 3-2 兩種反應鍵盤。...........................................................	41
圖 3-3 NeuroScan公司的Qcap32電極帽32電極位置。....................	43
圖 3-4 反應時間與反應正確率在三段期次之平均值變化圖。......	48
圖 3-5 報告順序Part/Shape與報告順序Shape/Part三個練習期次九個電極位置之總平均電位(Grand Average)。.........................	51
圖 3-6 N1平均振幅於各電極方位在三段期次的變化圖。.............	53
圖 3-7 P2平均振幅於各電極方位在三段期次的變化圖。.............	54
圖 3-8 N2平均振幅於各電極方位在三段期次的變化圖。..................	56
圖 3-9 N400平均振幅於各電極方位在三段期次的變化圖。..............	57
圖 4-1 兩種報告順序分別在轉換作業及重複作業之RT1、RTT。.........	69
圖 4-2 兩組報告順序之總平均電位在各個電極之比較。綠色波形表報告順序Part/Shape，紅色波形表報告順序Shape/Part。..........	71
圖 4-3 兩組報告順序之總平均電位在各個電極之比較。綠色波形表轉換作業，紅色波形表重複作業。....................................	72


表索引

表 2-1 國際10-20制電極位置之中英文名稱。.......................	16
表 3-1 不同報告順序水準在三段練習期次的反應時間(RT1、RT2、RTT)與反應正確率(CP)之平均值及標準差。......	45
表 3-2 表3-2 RT1之變異數分析。.......................................	46
表 3-3 RT2之變異數分析。...............................................	47
表 3-4 RTT之變異數分析。................................................	48
表 3-5 CP之變異數分析。..................................................	49
表 3-6 N1 變異數分析。....................................................	52
表 3-7 P2 變異數分析。.....................................................	54
表 3-8 N2 變異數分析。....................................................	55
表 3-9 N400 變異數分析。..................................................	57
表 4-1 報告順序與作業型式之反應時間(毫秒)與反應錯誤率之平均值及標準差。................................................	65
表 4-2 RT1之變異數分析。.................................................	66
表 4-3 RT2之變異數分析。.................................................	67
表 4-4 RTT之變異數分析。.................................................	68
表 4-5 反應錯誤率(EP)之變異數分析。...............................	70
表4-6 N1 變異數分析。.....................................................	72
表4-7 P2 變異數分析。.....................................................	73
表4-8 N2 變異數分析。.....................................................	74
表4-9 N400 變異數分析。.................................................	75

                                

一、中文部分
李江山、孫慶文、陳一平、陳建中、黃淑麗、黃榮村、葉素玲、襲充文、櫻井正二郎（1999）視覺與認知—視覺知覺與視覺運動系統。台北：遠流。
趙侖（2004）ERP實驗教程。中國：天津社會科學院出版社。
魏景漢、羅躍嘉（2002）認知事件相關電位教程。中國：經濟日報。

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