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可體驗的心理學:可視化體驗心理學,解鎖人類心智模型

深入探索基礎心理學理論,瞭解其在教育、工作、設計、遊戲、治療等領域的應用。通過可視化和互動體驗,親身感受心理學研究成果,解鎖人類心智與行為的奧秘。

1. 心理學研究領域概覽

心理學是一門研究人類認知、行為、情感和動機的科學。它與社會學、教育學和神經科學等領域交叉。為了更好地理解和探究人類心理過程,心理學家通常將他們的研究分為不同的子領域。以下是幾個主要分支以及一些示例實驗。
認知心理學行為心理學情感心理學動機心理學社會心理學人格心理學生物心理學/神經科學發展心理學

認知心理學

認知心理學探討我們如何獲取、處理、存儲和使用信息。它涵蓋注意力、感知、記憶、學習、思維、語言和決策等主題。

  • 注意閃爍範式:研究兩個目標快速連續出現時第二個目標被忽略的時間窗口。
  • 科爾西方塊測試/數字跨度測試:測量工作記憶容量(空間或語言)。
  • N-back任務:評估隨著工作記憶負荷增加(1-back, 2-back, 3-back等)時表現的變化。
  • 詞彙決策任務:考察單詞識別速度以及頻率或語義上下文如何影響處理。
  • 自定進度閱讀:通過逐詞或逐短語閱讀文本的方式研究閱讀理解和記憶。

推薦

實驗分類導航

視覺搜索與空間認知

這類實驗研究人類如何在複雜場景中搜索目標,以及如何處理空間信息和進行心理旋轉。

運動控制與人機交互

這類實驗研究人類運動控制的規律,以及如何應用於人機交互設計中。

運動控制

Fitts定律實驗

研究運動時間、目標大小和距離之間的關係

空間兼容性

Simon任務

研究刺激位置與反應之間的空間兼容性

人機交互

人機交互實驗

研究用戶界面設計與用戶體驗的關係

即將推出

其他綜合實驗

這些實驗涵蓋了多個認知領域,或者不完全屬於上述分類。

語言處理

詞彙判斷任務

評估語言處理和詞彙識別的速度

多任務處理

多任務處理實驗

研究在併發任務下的認知資源分配

心理負荷

心理工作負荷範式

結合主觀問卷與客觀指標評估任務負荷

如何使用實驗庫如何使用实验库

1

學習與理解

每個實驗都附有簡短的目的和理論背景描述,以及參考鏈接。

2

在線演示

直接在瀏覽器中運行任務,親身體驗典型的認知或社會實驗是如何設置的。

3

查看結果

完成後,許多任務會提供基本的結果分析,幫助您理解自己的表現與理論的關係。

3. How to Use This Experiment Library

  1. Learn & Understand: Each experiment is accompanied by a brief description of its purpose and theoretical background, along with reference links.
  2. Online Demonstrations: Run the task directly in your browser to get hands-on experience of how a typical cognitive or social experiment is set up.
  3. View Results: Upon completion, many tasks provide basic feedback (e.g., reaction time, accuracy). This is for educational insight, not formal diagnosis or research conclusion.
  4. Touch-Friendly Versions: Many tasks support touch input for mobile or tablet use, although precise reaction time studies are ideally done on desktop with a keyboard.

4. Ethical Considerations

  • Research Ethics & Consent: If data is collected for actual research, ensure participants have given informed consent, and that their privacy is respected.
  • Interpretation of Results: The online tasks serve an educational/demo purpose. Real lab-based research typically involves more controlled conditions and calibration.
  • Copyright & Sources: Cite the original authors or instruments. If you modify or reuse tasks, check for licensing or usage restrictions.

5. Summary & Future Directions

As neuroscience and technology progress, traditional experiments are increasingly enhanced with brain imaging, physiological measures, and AI-powered analytics, offering deeper insights into the biological and computational basis of cognition and behavior. Emerging technologies such as virtual reality (VR), wearable devices, the Internet of Things (IoT), and smartphone-based data collection are expanding the scope, scalability, and ecological validity of psychological research. AI systems further enable real-time data analysis and adaptive experimentation, while IoT devices provide continuous, context-rich behavioral monitoring.

Cross-disciplinary approaches are also gaining traction, integrating social, developmental, clinical, cognitive, and computational perspectives. This convergence facilitates the development of new experimental paradigms, improves data-driven insights, and enhances predictive models of human behavior.

The library of tasks will continue to grow, reflecting these technological advances and methodological innovations. We hope this resource inspires curiosity and supports a deeper understanding of the extraordinary complexity of the human mind, encouraging researchers to leverage these tools for broader and more impactful discoveries.

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References

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  • Hyman, R. (1953). Stimulus information as a determinant of reaction time. Journal of Experimental Psychology, 45(3), 188–196.DOI
  • Posner, M. I. (1980). Orienting of attention. Quarterly Journal of Experimental Psychology, 32(1), 3–25.DOI
  • Mackworth, J. F. (1948). The breakdown of vigilance during prolonged visual search. Quarterly Journal of Experimental Psychology, 1(1), 6–21.DOI
  • Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643–662.DOI
  • Eriksen, B. A., & Eriksen, C. W. (1974). Effects of noise letters upon the identification of a target letter in a nonsearch task. Perception & Psychophysics, 16(1), 143–149.DOI
  • Bechara, A., Damasio, A. R., Damasio, H., & Anderson, S. W. (1994). Insensitivity to future consequences following damage to human prefrontal cortex. Cognition, 50(1–3), 7–15.DOI
  • Shepard, R. N., & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171(3972), 701–703.DOI
  • Corsi, P. M. (1972). Human memory and the medial temporal region of the brain (Doctoral dissertation). McGill University, Montreal, Canada.
  • Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. A. Bower (Ed.), The Psychology of Learning and Motivation (Vol. 8, pp. 47–89). Academic Press.DOI
  • Nissen, M. J., & Bullemer, P. (1987). Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19(1), 1–32.DOI
  • Ratcliff, R. (1978). A theory of memory retrieval. Psychological Review, 85(2), 59–108.DOI
  • Green, D. M., & Swets, J. A. (1966). Signal detection theory and psychophysics. Wiley.
  • Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84(2), 127–190.DOI
  • Navon, D. (1977). Forest before trees: The precedence of global features in visual perception. Cognitive Psychology, 9(3), 353–383.DOI
  • Fitts, P. M. (1954). The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology, 47(6), 381–391.DOI
  • Simon, J. R. (1969). Reactions toward the source of stimulation. Journal of Experimental Psychology, 81(1), 174–176.DOI
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