不同次级任务对序列学习的影响及年级差异*

心理与行为研究 ›› 2017, Vol. 15 ›› Issue (4): 462-469.

不同次级任务对序列学习的影响及年级差异^*

周铁民, 林雪

沈阳师范大学教育科学学院,沈阳 110034

收稿日期:2016-12-21 出版日期:2017-07-20 发布日期:2017-10-10
通讯作者: 周铁民,E-mail：zhoutm_tj86@126.com。
基金资助:
全国教育科学规划“十二五”课题（BBA120015）

The Effect of Grade on Tone or Shape Counting Dual-task Sequence Learning

Zhou Tiemin, Lin Xue

Education Science College of Shenyang Normal University, Shenyang 110034

Received:2016-12-21 Online:2017-07-20 Published:2017-10-10

摘要/Abstract

摘要： 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。

关键词: 内隐学习, 序列学习, 次级任务, 年级差异

Abstract: A secondary task of tone counting and shape counting were used for college students to increase attentional load on implicit sequence learning to investigate the reaction time change process and the differences of implicit learning quantity. The results show that secondary tasks affect subjects implicit sequence learning process and the secondary shape counting task(dual shape)has a greater interference effect than the secondary tone counting task(dual tone), but there was no significant fade of implicit learning happened in dual-task conditions. Both secondary tasks were administered to investigate whether low and high interference tasks create grade effect between grade effect of elementary school, junior high school, senior high school and college students. Results indicate all groups acquired implicit rules except elementary school students in dual shape condition. Significant difference of implicit learning was found in four grade groups and three conditions.

Key words: sequence learning, tone counting, shape counting, secondary task, grade effect

中图分类号:

B842.3

周铁民, 林雪. 不同次级任务对序列学习的影响及年级差异^*[J]. 心理与行为研究, 2017, 15(4): 462-469.

Zhou Tiemin, Lin Xue. The Effect of Grade on Tone or Shape Counting Dual-task Sequence Learning[J]. Studies of Psychology and Behavior, 2017, 15(4): 462-469.

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