共查询到17条相似文献,搜索用时 125 毫秒
1.
2.
内隐序列学习与注意的关系 总被引:1,自引:0,他引:1
内隐序列学习与注意的关系是内隐学习研究领域中的一个热点问题。“双注意机制”理论、“抑制表达”理论和“干扰外显学习成分”理论,从不同的角度阐释了内隐序列学习与注意的关系,但支持证据和反对意见并存,论争激烈。该文试图在一定程度上整合这三种理论,提出了“动态需求”假设,认为内隐序列学习任务对注意的需求是动态变化的,随着内隐序列学习任务中外显学习成分比重的变大,其对注意资源的需求也会随之增加 相似文献
3.
内隐序列学习与一般认知的关系一直处于争议之中。近年来,越来越多的研究显示内隐序列学习与工作记忆(尤其是中央执行功能)存在显著关联。基于此,本研究通过两个实验来探测两者的相关及机制。实验1从行为与脑电两个角度探讨经典位置序列学习与中央执行功能的相关,发现经典位置序列学习的内隐习得量与中央执行功能的抑制、刷新功能的强度呈负相关,与转换功能没有显著相关,脑电结果也支持了这一结论。实验2在内隐序列学习中加入认知冲突来增加中央执行功能的负荷。结果发现在高抑制功能负荷任务条件下,内隐习得量与抑制功能强度的相关性发生了反转,进一步证明内隐序列学习与中央执行功能的抑制子成分在脑功能上的关系:不同条件下呈现竞争、协作等不同状态。 相似文献
4.
5.
序列长度和统计结构对序列位置内隐学习的影响 总被引:2,自引:0,他引:2
除人工语法之外,序列反应时任务也是内隐学习研究最常用的程式之一。在使用序列反应时任务进行内隐学习研究时,有研究者发现,类似于外显学习,序列位置内隐学习中序列规则的长度越长,学习成绩越差;而Stlader则在研究中发现,序列位置内隐学习中所学序列的统计结构会极大地影响被试内隐学习成绩,统计结构越高学习效果越好。 相似文献
6.
7.
序列位置内隐学习产生机制的实验研究 总被引:9,自引:2,他引:7
内隐学习是当今认知和学习领域继内隐记忆之后又一重要的研究课题。该研究利用序列反应时研究程式,通过两个实验,对序列位置内隐学习产生的机制进行了探讨。结果表明:(1)在序列反应时任务程式中,随着反应一刺激间隔的延长,序列位置内隐学习的学习量逐渐减少;(2)异形同模式迁移组和异形异模式迁移组被试间内隐学习量无显著差异,被试未能内隐地习得抽象的序列模式。说明序列位置内隐学习产生的基础是水平联结,在该实验条件下没有发现垂直联结存在的证据。 相似文献
8.
9.
内隐学习潜在机制研究的某些新进展 总被引:1,自引:0,他引:1
内隐学习需要一定的注意和工作记忆参与,但关于它们影响内隐学习过程的潜在机制尚存在争议;随着内隐序列学习研究的深入,研究们开始关注序列知识的表征问题,这为揭示内隐知识的潜在表征机制开辟了新的途径;有关内隐学习神经机制的研究表明,基底神经节、联合区、额叶在内隐学习中起重要作用。 相似文献
10.
序列学习是否是内隐学习? 总被引:1,自引:0,他引:1
序列学习是继人工语法之后内隐学习的另一研究范式。以往观点认为,在练习后,被试对规则刺激和随机刺激在反应时上出现差异,就表明被试是内隐学习,这种差异量就是内隐学习量。但现在很多学者对序列学习是否内隐这一问题提出了疑问;运用新方法(过程分离法,简称PDP)的研究发现,序列学习是否内隐同反应-刺激间隔(RSI)有关,当RSI = 0时,序列学习才是内隐的;根据RSI提出了神经网络模型。 相似文献
11.
In this review, we consider three possible criteria by which knowledge might be regarded as implicit or inaccessible: It might be implicit only in the sense that it is difficult to articulate freely, or it might be implicit according to either an objective threshold or a subjective threshold. We evaluate evidence for these criteria in relation to artificial grammar learning, the control of complex systems, and sequence learning, respectively. We argue that the convincing evidence is not yet in, but construing the implicit nature of implicit learning in terms of a subjective threshold is most likely to prove fruitful for future research. Furthermore, the subjective threshold criterion may demarcate qualitatively different types of knowledge. We argue that (1) implicit, rather than explicit, knowledge is often relatively inflexible in transfer to different domains, (2) implicit, rather than explicit, learning occurs when attention is focused on specific items and not underlying rules, and (3) implicit learning and the resulting knowledge are often relatively robust. 相似文献
12.
Michael A. Stadler 《Memory & cognition》1993,21(6):819-827
Implicit serial learning occurs when indirect measures such as transfer reveal learning of a repeating sequence even when subjects are not informed ofthe repeating sequence, are not asked to learn it, and do not become of aware of it. This phenomenon is reminiscent of an experiment by Hebb(1961), who studied the repetition of sequences in a serial recall task. Two experiments investigated the relation between implicit serial learning and ideas about learning forwarded by Hebb and others who used his method. The experiments showed that implicit serial learning occurs even when the repeating sequence is intermixed with randomly generated sequences instead of being repeated continuously, that the organization of the sequence into regularly or irregularly grouped subsequences determines the extent of learning, and that the repetition effect observed does not depend on subjects' ability to recognize the repetition. 相似文献
13.
内隐序列学习意识已有三类理论如全局工作平台理论、神经可塑性理论、新异刺激理论都忽略了身体感受的关键因素, 难以揭示意识产生的根本原因。具身意识理论和研究发现, 运动/情感镜像神经元系统及与自我、认知控制系统的交互, 是初级/高级意识产生的本源, 但未涉及内隐序列学习规则意识这个对人类学习认知至关重要的领域。内隐序列学习研究实质上已接近揭示其学习机制正是感知觉运动具身学习, 其意识机制很可能是感知觉运动/情感具身意识, 并且其意识加工脑区与具身意识脑区有关键重合。未来研究可采用Granger因果大脑网络技术证明内隐序列学习意识的具身本源, 并考察已有三类意识理论的具身基础, 以及探索意识影响因素的具身机制。 相似文献
14.
Gheysen F Fias W 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2012,8(2):73-82
Although current theories all point to distinct neural systems for sequence learning, no consensus has been reached on which factors crucially define this distinction. Dissociable judgment-linked versus motor-linked and implicit versus explicit neural systems have been proposed. This paper reviews these two distinctions, yet concludes that these traditional dichotomies prove insufficient to account for all data on sequence learning and its neural organization. Instead, a broader theoretical framework is necessary providing a more continuous means of dissociating sequence learning systems. We argue that a more recent theory, dissociating multidimensional versus unidimensional neural systems, might provide such framework, and we discuss this theory in relation to more general principles of associative learning and recent imaging findings. 相似文献
15.
16.
Schwarb H Schumacher EH 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2012,8(2):165-178
Over the last 20 years researchers have used the serial reaction time (SRT) task to investigate the nature of spatial sequence learning. They have used the task to identify the locus of spatial sequence learning, identify situations that enhance and those that impair learning, and identify the important cognitive processes that facilitate this type of learning. Although controversies remain, the SRT task has been integral in enhancing our understanding of implicit sequence learning. It is important, however, to ask what, if anything, the discoveries made using the SRT task tell us about implicit learning more generally. This review analyzes the state of the current spatial SRT sequence learning literature highlighting the stimulus-response rule hypothesis of sequence learning which we believe provides a unifying account of discrepant SRT data. It also challenges researchers to use the vast body of knowledge acquired with the SRT task to understand other implicit learning literatures too often ignored in the context of this particular task. This broad perspective will make it possible to identify congruences among data acquired using various different tasks that will allow us to generalize about the nature of implicit learning. 相似文献
17.
Rowland LA Shanks DR 《Journal of experimental psychology. Human perception and performance》2006,32(2):287-299
The authors studied the role of attention as a selection mechanism in implicit learning by examining the effect on primary sequence learning of performing a demanding target-selection task. Participants were trained on probabilistic sequences in a novel version of the serial reaction time (SRT) task, with dual- and triple-stimulus participants having to ignore irrelevant items in the SRT display. Despite large performance decrements under dual- and triple-stimulus configurations, testing under single-stimulus conditions revealed no impairment to sequence learning. These findings suggest that implicit sequence learning is resistant to disruption of the selection process. Results are discussed in terms of a componential model of attention and in relation to the implicit-explicit distinction. 相似文献