内隐学习和外显学习关系评述

文章从内隐学习与外显学习的区别、联系以及相互作用三方面,对这两个概念集合间的关系进行了辨析。最初,内隐学习这一概念的提出,是源于其与外显学习在现象学、实验操作、神经生理学以及学习机制等方面的诸多不同。近年来,虽然内隐学习的独立地位已被充分确立,但是,也有越来越多的证据表明,内隐学习和外显学习之间的独立性是相对的,它们之间存在紧密的联系和相互作用,任何一个学习任务都是内隐和外显学习的结合物。最后,作者结合自己的实验研究进一步提出了,内隐学习和外显学习之间相互权衡的动态关系。     

不同次级任务对序列学习的影响及年级差异

以大学生为被试,在单任务、"数声"和"数形"次级任务三种序列学习条件下考察反应时变化进程及内隐学习量的差异性。结果发现,次级任务影响被试内隐序列学习进程,且"数形"任务较"数声"任务对被试产生了更大的干扰作用;但与单任务相比,双任务下的内隐学习量未发生显著消退。考察大学、高中、初中、小学生在以上问题的年级差异中发现,除"数形组"小学生内隐学习消退以外,其他年级组在三任务条件下均习得内隐规则。内隐学习量的任务效应与年级效应显著。     

内隐序列学习的研究进展

内隐序列学习是内隐学习的一种重要形式。该文回顾和总结了内隐序列学习研究的诸多方面,包括内隐序列学习的一般影响因素、内隐序列学习与意识的关系、内隐序列学习的心理机制、序列知识的心理表征、序列学习的神经基础,以及内隐序列学习与年龄的关系等,并对最近可能进行的研究进行了展望。     

人工语法范式下内隐学习的脑机制及其教育启示

人工语法范式是研究内隐学习实验的重要范式。利用脑成像技术的研究发现：人工语法范式下内隐学习发生时,额叶、枕叶、顶叶以及基底神经节与内隐学习有密切关系。该结果对当前教育教学产生一定启示,即教师要多给学生创造知识迁移的机会;培养学生的动手实践活动;重视学习过程中内隐学习与外显学习的先后顺序和有序结合。     

内隐学习理论的新进展及其对专长研究的启示

内隐学习是近年来心理学领域的一个新兴的研究课题。该研究对近些年内隐学习理论的新进展进行了论述,主要表现在内隐学习的抽象性、内在表征机制、内隐学习和外显学习的相互关系以及内隐学习的应用领域等方面。内隐学习的这些新进展为专长获得的内在机制和专长习得途径方面的研究提供了新的视野。     

中小学生内隐序列学习的机制

内隐序列学习是内隐学习的一种重要形式。该文探讨了中小学生内隐序列学习的心理机制及次级任务影响内隐序列学习的实质。结果表明,中小学生对不同结构序列的内隐学习是由一个单一的学习机制完成的,学习的过程即是形成序列内相邻元素间联合的过程;另外,注意能量并不是内隐序列学习的重要影响因素,次级任务影响内隐序列学习并不是因为其分散了注意能量,而是破坏了对序列元素的组织。     

内隐学习的意识性研究述评

在内隐学习的研究中,尽管目前已经默认了内隐学习的存在,但是,内隐学习与意识的关系,一直有着不断的争论.文章从内隐学习足否是无意识的、次级任务对内隐学习的影响和内隐学习的关系等三个方面对内隐学习的意识性研究主要的矛盾焦点进行了述评.     

不同运动经历人群的内隐序列学习能力

考察不同运动经历人群的内隐序列学习能力。被试为上海体育学院小球运动员和非运动员;实验结合PDP,采用序列学习任务,并测试操作智商与记忆广度。结果发现,运动员在15个组段上的平均反应时、内隐学习量、自动提取贡献率上显著大于非运动员;不同水平运动员在内隐学习量上差异显著。研究结论:运动员的内隐序列学习能力显著好于非运动员,与运动水平有关,与智商无显著相关;这种内隐序列学习能力可能是某种运动能力的表现形式。     

试析内隐学习的长时功效

内隐学习的长时功效是指 ,其发生是自动的 ,但是需要一定时间的练习积累 ;内隐学习的效果是抗干扰的 ,但是其进程仍然是动态发展的。长时功效的提出 ,促使人们在理论上反思内隐学习的特性、内隐学习和外显学习的关系、乃至整体的知识表征问题 ;在实践上则为内隐学习的合理诱发和充分利用提供了借鉴。     

内隐学习抽象性研究的新进展

以知识迁移作为内隐学习抽象性众多涵义的统领点,同时结合国内外多领域内隐学习的新近研究,以一些详实的实征研究从一个新视角对其作了进一步的诠释,旨在更好地体现内隐学习的抽象性及其巨大潜力。     

儿童英语句法学习中内隐学习和外显学习的关系

本文以内隐学习理论为基础,采用强分离程序,分别选取有、无英语学习经验的被试,从句法学习方面探讨了儿童英语学习过程中内隐学习和外显学习的作用及关系,结果表明:(1)单纯的内隐学习方式或单纯的外显学习方式都不利于对句法规则的掌握;(2)两种学习方式的协同效应发挥着重要的作用,先外显学习后内隐学习的学习方式有助于句法规则的掌握;(3)内隐学习、先内隐学习后外显学习的学习方式不适用于较简单句法规则的学习;内隐学习也不适用于难度较高的句法规则的学习。     

Montserratian mothers’ and English teachers’ perceptions of teaching and learning

After the explosion of a previously dormant volcano in Montserrat (an island in the Caribbean, in the Leeward Islands of the West Indies, overseas territory of the UK) in 1996, about 3000 people emigrated to England. As the children settled into English schools, the pattern of underachievement observed with previous West Indian immigrants started to repeat itself. However, a new fact emerged: Montserratian parents were unhappy with the standards of mathematics and science in English schools, which they considered low. This paper reports a case study of how two Montserratian mothers and their four children perceived English schools. The parents, a Montserratian and an English teacher were interviewed about their views of teaching and learning. The parents were also videotaped while helping their children with homework; the English teacher watched one of these tapes and commented on the session.The interviews and videos were analysed by themes. The interpretation of the themes identified in the interviews was later checked against the events in the homework sessions. Different implicit conceptions of school emerged from the analysis: Montserratian schools appear to fit an ‘interdependent’ style of socialisation whereas English schools fit a more ‘independent’ style. These implicit conceptions of schooling resulted in misunderstandings between teachers and parents, who did not perceive each other as truly helping the children. Differences were also observed in implicit teaching and learning aims. These differences seem to explain the Montserratian parents’ perceptions of a low standard of work being asked of their children in English schools.It is suggested that teachers of immigrant children would find it useful to understand pupils’ and parents’ implicit conceptions of schools when they receive immigrants in their community. Their communication with parents might work better if it fits with the parental expectations and parents have time to learn the ways of schooling in the host country.     

语文教学中的内隐学习

本文作者根据语文教学的目的,语文教学的结果和语文教学的内容特点,认为内隐学习在语文教学中,特别是汉语教学中,可起重要作用。然后．介绍了他们对这个问题进行的阔查和实验研究。实验证实,内隐学习和外显学习的效果没有磬异,或内隐学习的效果优于外显学习。而且,内隐学习具有较好的保持效果。因此,作者提出应充分重视内隐学习在语文教学中的作用。     

母语句法结构对中国学生英语语句理解的影响

中国学生的英语学习受到汉语的影响,尽管这种影响随着学生英语提高而渐趋减小,但当学生的英语达到相当高水平时仍可较明显地观察到。通过实验证明：中国英语专业二年级学生在英语学习中仍受到汉语一定程度的影响,而且在词序方面尤为明显。这种影响的存在表明在中国的英语教学和学习中应给予母语因素以足够的重视。     

Implicit learning as an ability

The ability to automatically and implicitly detect complex and noisy regularities in the environment is a fundamental aspect of human cognition. Despite considerable interest in implicit processes, few researchers have conceptualized implicit learning as an ability with meaningful individual differences. Instead, various researchers (e.g., Reber, 1993; Stanovich, 2009) have suggested that individual differences in implicit learning are minimal relative to individual differences in explicit learning. In the current study of English 16–17 year old students, we investigated the association of individual differences in implicit learning with a variety of cognitive and personality variables. Consistent with prior research and theorizing, implicit learning, as measured by a probabilistic sequence learning task, was more weakly related to psychometric intelligence than was explicit associative learning, and was unrelated to working memory. Structural equation modeling revealed that implicit learning was independently related to two components of psychometric intelligence: verbal analogical reasoning and processing speed. Implicit learning was also independently related to academic performance on two foreign language exams (French, German). Further, implicit learning was significantly associated with aspects of self-reported personality, including intuition, Openness to Experience, and impulsivity. We discuss the implications of implicit learning as an ability for dual-process theories of cognition, intelligence, personality, skill learning, complex cognition, and language acquisition.     

大学生智力与认知风格对内隐序列学习的影响

以41名大学生为被试,探讨智力因素和认知风格对内隐序列学习的影响。采用联合型瑞文推理测验和镶嵌图形测验分别测试智力水平和认知风格类型。用序列反应时任务测试内隐学习绩效,并以生成任务验证序列学习的内隐性。研究结果发现不同智力水平大学生的内隐学习绩效无显著差异;场依存型个体的内隐学习绩效显著高于场独立型个体。     

Characteristics and rules of college English education based on cognitive process simulation

Metacognition is a process of self-cognition and self-thinking based on self-reflection, control, evaluation and regulation to achieve continuous cognition of individuals. Metacognition plays a very important role in coordination and guidance in college English education. Therefore, in this paper, the characteristics and rules of college English education were studied based on the cognitive process simulation. First of all, the basic theory of metacognition and the advantages and methods applied to English teaching were expounded. Then, a mathematical model was set up for college oral English teaching, and how to improve oral pronunciation for oral learners by quantitative and effective evaluation was discussed. After that, targeted information evaluation results were provided, and the algorithm was optimized and improved. Finally, by using computer aided technology and metacognitive method, the effect of oral English teaching was simulated and tested. The results show that the results of this study provide a useful exploration for improving the effectiveness of college English education and have good application value.     

中国学生在学习英语中语音加工策略的使用

基于国内外有关语言习得的研究,使用自编的语音加工策略调查问卷,调查和分析了我国学生学习英语时语音加工策略的使用情况,探讨了性别、开始学习英语年龄、系别专业以及英语学习听说读写四个不同过程对于语音加工策略使用的影响。结果表明,在听、说、读、写这四个不同的过程中,语音加工策略的使用情况有显著的不同;在语音加工策略的使用上没有表现出性别以及年龄上的差异,但是在起始年龄阶段上以及院系之间存在差异。总的来说,中国学生学习英语对于语音的依赖程度并不高。     

序列统计结构对内隐序列学习发展的影响

采用序列学习研究范式,考察小三到大三学生内隐序列学习的发展规律及制约因素。结果表明:(1)各年龄组被试均能在序列学习中获得序列规则;(2)不同年龄组被试序列反应时存在显著差异,说明内隐序列学习从小三到大三之间一直存在发展变化;(3)被试在高统计结构下的反应时要低于低统计结构下的,且这种差异不存在发展变化,说明高统计结构下的内隐学习成绩要好于低统计结构下的;(4)外显被试的量随年龄增长而增加,说明对序列学习的有意识加工能力随年龄增长而提高。