中国科学院心理研究所机构知识库

用序列学习中的反应时和错误个数间接测量被试的内隐知识 ,用再认成绩和预测成绩直接测量被试的外显知识 ,通过倒转不同的规则探讨了知识类别和特点对内隐序列学习的影响。结果表明 :(1)内隐学习和外显学习可能分别依赖于两个独立的学习系统 ,且互不干扰 ; (2 )当内隐序列学习既包含运动知识又包含概念知识时 ,知识类别和特点影响被试对序列知识的获得 ,被试较易获得运动知识 ; (3)在内隐序列学习中练习的数量也影响被试对序列知识的获得 ,序列学习是一个动态的过程。

This study used the number of errors and reaction times as the indicator of implicit knowledge and recognition and generation performance as the indicator of explicit knowledge to test the effects of type and feature of knowledge on implicit sequence learning. The findings indicated that : (1) implicit learning and explicit learning respectively depended on different learning systems which didn’t interfere with each other ; (2) when stimuli in implicit sequence learning involved both motor and perceptual knowledge , the type and feature of knowledge influenced the acquirement of sequence knowledge , and motor knowledge was more readilyacquired than perceptual knowledge ; and (3) the amount of training with asequence also contributed to the degree of sequence learning , and sequence learning was a dynamic process.