外显知识对运动技能内隐学习的影响

总结了近年来关于外显知识对运动技能内隐学习影响的研究。提出外显知识对内隐学习存在影响,但其作用的大小及其性质取决于外显知识的呈现时间、内容、内隐规则的可觉察程度、认知负荷以及压力等因素。提供外显知识既可能有利于任务的完成,也可能激发与任务规则无关的注意过程,阻碍内隐学习。外显知识可影响行为,却不一定能被有意识地提取。外显知识对学习者的认知过程和动作模式均会产生影响。     

幼儿内隐和外显记忆任务中的通道转换效应

1　前言　　研究发现 ,与采用相同的感觉道呈现刺激相比 ,如果学习和测验之间采用不同感觉道呈现刺激将减损操作的成绩 ,产生通道转换效应。一般认为 ,通道转换对内隐记忆测验有较大影响 ,很少影响外显记忆测验。如Jacoby和Dallas(1981)发现 ,感觉通道的改变会严重干扰单词确认测验的成绩 ,却很少干扰再认测验成绩。Graf和Schacter(1985 )报告词干补笔测验的启动由于学习和测验感觉通道的改变而降低了 ,但线索回忆任务的成绩却未受到这种影响。马正平和杨治良 (1991)发现 ,感觉道的改变对填字组词的间接测验有较大影响 ,产生了破坏作用 ,…     

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。     

内隐与外显学习的交互关系——基于复杂系统控制的实验研究

作为两种截然不同的学习方式,内隐与外显学习的区别性研究引起了诸多关注,而两者的关联及协同作用研究较少.本研究使用复杂系统控制范式来考察内隐与外显学习的相瓦关系.实验发现:内隐与外显学习可以共同存在、协同作用;任务复杂程度的增加对内隐和外显学习都有损害作用;随着任务难度的增加,内隐学习的贡献率上升;内隐与外显学习在练习过程中都存在高原现象;随着练习的增加,中等难度任务中内隐学习与外显学习表现出分离趋势.     

Prospects for Computerized Memory Training in Normal Elderly: Effects of Practice on Explicit and Implicit Memory Tasks

We gave 12 cognitively normal, elderly adults (mean age = 76.33 years) training and practice on the Colorado Neuropsychology Tests, a computerized battery of explicit and implicit memory tasks. Half the subjects practised on the explicit memory tasks for 1.5 hours a week for 9 weeks with the assistance of a psychologist, while the other half practised on the implicit tasks for the equivalent amount of time. Subjects in both training conditions showed significant improvement within and across training sessions, with those in the implicit memory condition showing the most overall improvement, as indicated by standardized change scores. However, the improved performance on the training tasks did not result in more positive self-assessments of memory capability. In general, subjects displayed favourable attitudes toward the computer technology and were capable of learning to operate the computer software. The results support the practical application of computerized memory training with normal elderly adults.     

Implicit and Explicit Learning in Aged and Young Adults

There is a wealth of evidence that learning ability declines with age. In almost all of the studies however, the performance measures employed are explicit, even though research has consistently indicated that aged adults have well preserved implicit learning ability. This suggests that under certain circumstances aged adults should be at no great learning disadvantage in comparison to young adults. This experiment used the artificial grammar-learning paradigm, developed by Reber, in a 2 X 2 factorial design that involved systematic manipulation of grammatical complexity and rule provision. The study explored how each combination of conditions influenced explicit or implicit learning and the relationship between learning style and performance by aged and young adults. Learning was assessed primarily by recognition accuracy, involving correct and incorrect grammar exemplars. However, reaction time, error pattern, reliability, and verbal report data was also collected as a way of confirming and providing added detail on learning performance patterns. Aged adults, irrespective of experimental learning conditions, evidenced a remarkably consistent reaction time deficit. In contrast, the accuracy differential between age groups varied markedly across the four treatments. The most salient contrast occurred between complex grammar, without rules, where there was no difference in accuracy between the two age groups and simple grammar, with rules, where the difference was greatest. This change in learning performance between these two conditions indicates that aged adults will learn as well as young adults in situations where the knowledge domain is conducive to implicit learning.     

Goal Imagery: Bridging the Gap Between Implicit Motives and Explicit Goals

Two studies examined the role of goal imagery (i.e., the perception-like mental representation of the pursuit and attainment of a goal) in establishing congruence between individuals' implicit motives and their inclination to pursue explicit goals assigned to them. Study 1 found that after a goal-imagery exercise, implicit needs for power and affiliation predicted participants' affective arousal and their commitment to a social-interaction goal furnished with power- and affiliation-related incentives. In Study 2, implicit power motivation predicted the level of performance participants achieved in pursuit of a competitive performance goal after a goal-imagery exercise. Without goal imagery, however, participants' motivation to pursue an explicit goal was independent of their implicit motive dispositions in both studies.     

Attention to Explicit and Implicit Contrast in Verb Learning

Contrast information could be useful for verb learning, but few studies have examined children's ability to use this type of information. Contrast may be useful when children are told explicitly that different verbs apply, or when they hear two different verbs in a single context. Three studies examine children's attention to different types of contrast as they learn new verbs. Study 1 shows that 3.5-year-olds can use both implicit contrast (“I'm meeking it. I'm koobing it.”) and explicit contrast (“I'm meeking it. I'm not meeking it.”) when learning a new verb, while a control group's responses did not differ from chance. Study 2 shows that even though children at this age who hear explicit contrast statements differ from a control group, they do not reliably extend a newly learned verb to events with new objects. In Study 3, children in three age groups were given both comparison and contrast information, not in blocks of trials as in past studies, but in a procedure that interleaved both cues. Results show that while 2.5-year-olds were unable to use these cues when asked to compare and contrast, by 3.5 years old, children are beginning to be able to process these cues and use them to influence their verb extensions, and by 4.5 years, children are proficient at integrating multiple cues when learning and extending new verbs. Together these studies examine children's use of contrast in verb learning, a potentially important source of information that has been rarely studied.     

内隐与外显记忆重复学习效果的比较研究

实验采用重学—分离设计 ,分别用知觉辨认和再认测验作为内隐、外显测量的测验方法 ,比较重学—启动测验的结果与重学—再认的结果 ,发现 :重学和间接测量的结合能有效地揭示内隐记忆的叠加现象 ;一次重学能使知觉启动测验的成绩产生明显的叠加效应 ;高意识水平学习后 ,低意识水平的重复学习不能改变外显测验成绩持续下降的趋势。     

Implicit and Explicit Learning in Individuals with Agrammatic Aphasia

Implicit learning is a process of acquiring knowledge that occurs without conscious awareness of learning, whereas explicit learning involves the use of overt strategies. To date, research related to implicit learning following stroke has been largely restricted to the motor domain and has rarely addressed implications for language. The present study investigated implicit and explicit learning of an auditory word sequence in 10 individuals with stroke-induced agrammatic aphasia and 18 healthy age-matched participants using an adaptation of the Serial Reaction Time task. Individuals with aphasia showed significant learning under implicit, but not explicit, conditions, whereas age-matched participants learned under both conditions. These results suggest significant implicit learning ability in agrammatic aphasia. Furthermore, results of an auditory sentence span task indicated working memory deficits in individuals with agrammatic aphasia, which are discussed in relation to explicit and implicit learning processes.     

任务复杂程度对内隐-外显学习关系的影响

本研究在糖生产任务实验中考察了任务复杂程度对内隐和外显学习关系的影响.实验发现:在简单任务中.内隐与外显学习共同存在并协同作用;任务复杂程度的增加对内隐和外显学习都有损害作用;任务复杂程度影响着内隐与外显学习的贡献率,随着任务难度的增加,内隐学习的贡献率上升.     

矛盾态度对个体信息加工的影响：外显与内隐层面的比较

本研究采用“学习—再认”范式从外显和内隐两个层面探讨了矛盾态度对个体信息加工的影响。结果发现：（1）在两种加工条件下,高外显矛盾态度个体对态度客体信息再认反应时均显著短于低外显矛盾态度个体;（2）在有意加工条件下高内隐矛盾态度个体再认反应时显著长于低内隐矛盾态度个体,在无意加工条件下高低内隐矛盾组的再认反应时差异不显著;（3）对态度客体无关材料高内隐矛盾态度个体再认反应时显著长于低内隐矛盾态度个体,对有关材料二者的反应时差异不显著。该结果表明,外显与内隐的矛盾态度对个体的信息加工具有不同的影响路径,这为进一步探讨外显和内隐矛盾态度对个体心理与行为的影响机制提供了借鉴。     

内隐自尊与外显自尊对自我妨碍的影响

采用实验和问卷法研究了内隐自尊与外显自尊对自我妨碍的影响。结果表明：内隐自尊和外显自尊对自我妨碍有不同的影响。内隐自尊对行动式自我妨碍和自陈式自我妨碍均有影响,外显自尊与性别在自陈式自我妨碍上有显着的交互作用,高外显自尊的男生更倾向于做自陈式自我妨碍。     

认知疲劳效应对内隐记忆与外显记忆的影响

本研究通过比较内隐记忆与外显记忆受到认知疲劳影响的情况,以了解内隐记忆的自动化加工机制。实验采用被试内设计,使用词汇判断与词汇再认任务测量内隐记忆与外显记忆。实验结果发现,相对于控制组,疲劳组的被试在完成疲劳任务后内隐记忆成绩显著下降,而外显记忆没有受到影响。结果说明相对于外显记忆,内隐记忆更容易受到认知疲劳影响。内隐记忆虽然是无意识的认知加工,但是与其他自动化加工具有不同的特征。     

认知疲劳效应对内隐记忆与外显记忆的影响

本研究通过比较内隐记忆与外显记忆受到认知疲劳影响的情况,以了解内隐记忆的自动化加工机制。实验采用被试内设计,使用词汇判断与词汇再认任务测量内隐记忆与外显记忆。实验结果发现,相对于控制组,疲劳组的被试在完成疲劳任务后内隐记忆成绩显著下降,而外显记忆没有受到影响。结果说明相对于外显记忆,内隐记忆更容易受到认知疲劳影响。内隐记忆虽然是无意识的认知加工,但是与其他自动化加工具有不同的特征。     

序列学习中的内隐学习效应

该研究采用较为复杂的包含图形出现的位置规则和顺序规则的实验材料,通过对比被试直接测验和间接测验、内隐学习和外显学习成绩的异同,考察了序列学习中的内隐学习效应,并探讨了规则特点对内隐学习效应的影响。结果表明,在图形位置的序列学习中存在内隐学习效应,内隐学习效应的大小受规则特点的影响。     

The Effects of Varying Goal Difficulty Operationalizations on Goal Setting Outcomes and Processes

The three studies reported here investigated the effect of operationalization of goal difficulty on the relationship between goal difficulty and performance. Subjects were assigned goals (easy, moderately difficult, or very difficult) under either an absolute goal level or performance improvement condition. Results indicated that the goal difficulty interacted with operationalization in affecting performance. Specifically, there was a linear relationship between goal difficulty and performance when goals were operationalized in terms of absolute level, but an inverted U-relationship between these two variables when goals were operationalized in terms of performance improvement. This interaction held up despite controlling for normative goal difficulty, performance improvement difficulty and absolute goal level difficulty. The effects of operationalization seemed to be attributable to differences in self-set goal levels, particularly among high ability persons. Taken as a whole, these studies indicate that how assigned goals are derived and how they are communicated to subjects affects goal setting outcomes.     

同步内隐／外显序列学习：事件相关的fMRI的初步研究

本文利用事件相关fMRI研究探讨对于内隐和外显学习在脑区激活上的差异.实验采用同步内隐/外显学习序列,以有色的形状作为刺激材料.要求被试对于刺激的颜色做选择反应,并在颜色消失后找出形状的内在规则.颜色和图形序列分别采用两个独立的马尔可夫链,即下一个图形的颜色或者形状有70%的可能服从序列规则.行为数据显示被试习得了外显和内隐的规则,fMRI成像主要比较内隐和外显学习在学习过程和知识运用上脑区激活的差异.结果发现,与内隐学习柑比,外显学习在额叶的激活更为显著.而且,内隐学习和外显学习在视觉皮层的激活出现分离,内隐学习中枕叶的激活减弱,而外显学习中枕叶的激活增加.     

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。