Task Interrupt The Impact Of Different Self-efficacy Junior High School Prospective Memory

Prospective memory as opposed to retrospective memory, it is mainly produced in the appliedresearch and human concern, prospective memory refers to the future at some point will have to completeone or some intention of Memory. Prospective Memory factors and improve the methods and strategies ofprospective memory, has been an important research content of this field. Task interrupt, also calledinterrupt the current task, is an important feature and the key influencing factors of the prospective memoryin everyday life.Two-factor mixed design experiment with a middle school sophomore110person subjects (highself-efficacy, low self-efficacy)×4(1/4,3/4,1/2and without interruption) to explore the task in fourdifferent interrupt position (1/2interrupt,1/4interrupt and3/4interrupt, no interrupt) the impact of thejunior high school students of different self-efficacy results of the prospective memory.In Experiment II, a middle school sophomore110person trial, the use of2(high self-efficacy, lowself-efficacy)×2(Service interrupt type: interrupt the graphical combination of the same color, interruptedgraphics combinations are inconsistent) two-factor mixed designed to explore the task to the interrupt typeof prospective memory scores on different self-efficacy of junior high school students.This research mainly get the following conclusion:(1) mission interruption position have a significant effect on the junior high school prospectivememory.1/4of task interruption and without interruption under the conditions of junior high studentsProspective Memory significant results of the prospective memory interrupt1/2and3/4to interrupt theconditions of the students;1/4of task interruption and without interruption under the conditions junior highschool students carry out tasks in response was significantly lower than1/2task interruption and3/4task tointerrupt the ongoing task of the conditions of the students reaction.(2) in the different tasks interrupt location conditions, the level of self-efficacy is the correct rate of juniorhigh school prospective memory tasks, tasks in reaction significantly affect self-efficacy, withoutinterruption or any kind of interrupt conditions, a high sense of the junior high school students prospectivememory performance was significantly better than low self-efficacy of junior high school students, andself-efficacy of junior high school students the ongoing task response was significantly lower than self-efficacy of junior high school students.(3) task interrupt type of junior high school prospective memory significantly affect interrupt graphiccombinations are inconsistent the prospective memory score significantly with the good in interruptgraphics combination of colors consistent, and task interruption graphic combinations are inconsistentconduct tasks in reaction significantly with lower than task interrupt the graphical combination of the samecolor.(4) in the different type of task interruption conditions, self-efficacy of the students in prospective memoryperformance was significantly better than low self-efficacy of junior high school students, and self-efficacyof the students in the ongoing task reaction time was significantly lower than low self-efficacy of juniorhigh school students in the task response.