内隐学习中的知识习得及其无意识性测量*

摘要/Abstract

摘要： 本研究采用经典的人工语法范式，并引入迁移任务探讨在记忆和规则探索两种指导语条件下，被试所习得的究竟是规则还是组块？同时采用结构知识主观测量的方法，对内隐学习习得知识的无意识性进行测量。结果发现记忆指导语条件下的被试能成功区分合法串和非法串，即出现语法学习效应，但规则探索指导语条件下的被试并没有表现出语法或组块学习效应，结构知识的主观测量发现这种内隐学习的优势效应主要来自无意识结构知识的贡献；在迁移研究中发现附带学习组和有意学习组均在迁移任务上表现出语法学习效应，这表明在人工语法学习中所获得的语法规则是抽象的和可迁移的。

关键词: 人工语法范式, 规则, 组块, 结构知识。

Abstract: Artificial grammar learning paradigm and transfer tasks were used in this research to further distinguish the role of the grammaticality and associative chunk strength variables in the incidental and intentional learning. And the contribution of conscious and unconscious structural knowledge for incidental and intentional learning were examined by structural knowledge measurement. It turns out that: 1)The incidental learning group exhibited significantly better performance than intentional learning group, indicating implicit learning superiority, 2)the accuracy of intuition responses for incidental learning group was significantly higher than intentional learning group, which implied a specific contribution of intuition to implicit learning superiority, 3)both groups exhibited transfer when tested with a letter set different from the one used for training.

Key words: artificial grammar paradigm, rule, chunk, structural knowledge

中图分类号:

B842

关守义,郭秀艳. 内隐学习中的知识习得及其无意识性测量^*[J]. 心理与行为研究, 2016, 14(2): 191-201.

Guan Shouyi, Guo Xiuyan. Knowledge Acquisition and the Conscious State of Knowledge in Implicit Learning[J]. Studies of Psychology and Behavior, 2016, 14(2): 191-201.

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内隐学习中的知识习得及其无意识性测量^*

Knowledge Acquisition and the Conscious State of Knowledge in Implicit Learning

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