中学生颜色内隐学习特征的实验研究

摘要/Abstract

摘要： 该研究以48名中学生为被试,分别用色块串和色词串为材料,设时间变量（单元）以了解学习的详细进程,研究了中学生颜色内隐和外显学习的特点。结果发现：（1）非言语材料（色块）较言语材料（色词）更适合于内隐加工;（2）时间变量上整体呈递增趋势,称长时功效。内隐学习的长时功效在教学上有重要意义;（3）指导语上存在主效应,内隐学习优于外显学习,即内隐学习在不同材料上的优势效应依然存在。

关键词: 内隐学习, 外显学习, 颜色, 中学生

Abstract: In this experimental research, we used 48 middle-school student subjects to explore the effect of learning materials （color blocks and color words） on the performance of implicit learning. And we studied the effect of time through the whole process of study. The result showed that: 1. Non-linguistic materials （color blocks） was fit for implicit learning much more than linguistic （color words） one; 2. Learning performance was better with time, which is named long time efficacy. The long time efficacy of implicit learning is important to teaching; 3. The performance of the implicit-learning group was better than that of the explicit-learning group, through which we can reasonably figure out the superiority of implicit learning. Our hypothesis that the difference of materials would have an effect on implicit learning was experimentally supported.

Key words: implicit learning, explicit learning, color, middle-school student

中图分类号:

B842

郭秀艳, 邹玉梅, 李强, 孙怡. 中学生颜色内隐学习特征的实验研究[J]. 心理与行为研究, 2003, 1(2): 116-121.

Guo Xiuyan, Zou Yumei, Li Qiang, Sun Yi. CHARACTERISTICS OF IMPLICIT COLOR LEARNING OF MIDDLE SCHOOL STUDENTS[J]. Studies of Psychology and Behavior, 2003, 1(2): 116-121.

参考文献

[1] Reber A S. Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 1967, 6（2）: 317~327
[2] 郭秀艳, 杨治良. 内隐学习研究的核心方法——人工语法范式. 应用心理学, 2001, 7（3）: 45~50
[3] 张翔, 杨治良. 内隐学习与外显学习的比较研究. 心理科学, 1992, 15（4）: 11~16
[4] Brooks L R. Nonanalytic concept formation and memory for instances. In Rosch E, Lloyd B B eds. Cognition and categorization. New York:wiley, 1978. 170~211
[5] Reber A S, Kassin S M, Lewis S et al. On the relationship between implicit and explicit modes in the learning of a complex rule structure. Journal of Experimental Psychology: Human Learning and Memory, 1980, 6（2）: 492~502
[6] Schacter D L et al. Intention, awareness, and implicit memory: The retrieval intentionality criterion. Lewandowsky S, Kirsner K: Implicit memory: Theoretical issues. Hillsdale, NJ: Erlbaum, 1989, 355~389
[7] 郭秀艳, 杨治良. 内隐学习与外显学习的相互关系. 心理学报, 2002, 34（4）: 351~356
[8] Rebecca L G. Transfer and complexity in Artificial Grammar Learning. Cognitive Psychology, 1997, 33（1）: 154~207
[9] Theresa J, David R S. Abstractionist and processing accounts of implicit learning. Cognitive Psychology, 2001, 42（1）: 61~112
[10] Sebastien P, Pierre P, Michel F, Axel C. Implicit learning out of the lab: The Case of Orthographic Regulations. Journal of Experimental Psychology: General, 2001, 130（3）: 401~426
[11] Anthony J G, Barbara A. Spelling Jeffery A Dusek and Howard B. Eichenbaum William Blevy. Relational Learning with and without awareness: Transitive inference using nonverbal stimuli in humans. Memory & Cognition, 2001, 29（6）: 893~902
[12] 杨治良, 叶阁蔚. 内隐学习“三高”特征的实验研究. 心理科学, 1993, 16（3）: 138~144
[13] Marvin M C, Yuhong J. Contextual cueing: Implicit learning and memory of visual context guides spatial attention. Cognitive Psychology, 1998, 36（1）: 28~71
[14] Herbert H, Volker S, Thomas K. Implicit learning of sequences of tasks. Journal of Experimental Psychology: Learning, Memory and Cognition, 2001, 27（4）: 967~983
[15] Annie V, Pierre P. Implicit motor learning through observational training in adults and children. Memory & Cognition, 2002, 30（2）: 256~261
[16] 郭秀艳, 杨治良. 内隐学习的研究历程. 心理发展与教育, 2002, 18（3）: 85~90
[17] Paul J R, Kenneth K. Implicit learning in problem solving: The role of working memory capacity. Journal of Experimental Psychology: General, 1997, 126（2）: 178~203
[18] Mathews R C, Buss R R, Stauley W B, et al. Role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experiment al Psychology: Learning, Memory and Cognition, 1989, 15（5）: 1083~1100
[19] 杨治良等. 社会认知具有更强的内隐性——兼论内隐和外显的“钢筋水泥”关系. 心理学报, 1998, 30（1）: 1~6