中小学生内隐序列学习的机制(英文)  

Mechanisms of Implicit Sequence Learning of School Students

作　　者：丁锦红[1] 袁汝兵[1] 郭春彦[1] 田学红[2] 

机构地区：[1]首都师范大学教育科学学院心理系,北京100089 [2]浙江师范大学教育科学学院心理系,金华321004

出　　处：《心理学报》2004年第4期476-481,共6页Acta Psychologica Sinica

基　　金：FundedbyNaturalScienceFoundationofChina ( 3 0 170 3 2 2 ) ;SpecialProject( 2 0 0 2CCA0 10 0 0 )andLearningandCognitivelab ;capitalNormalU niversity .

摘　　要：内隐序列学习是内隐学习的一种重要形式。该文探讨了中小学生内隐序列学习的心理机制及次级任务影响内隐序列学习的实质。结果表明 ,中小学生对不同结构序列的内隐学习是由一个单一的学习机制完成的 ,学习的过程即是形成序列内相邻元素间联合的过程 ;另外 ,注意能量并不是内隐序列学习的重要影响因素 ,次级任务影响内隐序列学习并不是因为其分散了注意能量 。Two experiments were conducted to investigate the mechanisms of secondary tasks during implicit sequence learning, in which different secondary tasks were used in each experiment. Ninety six school students participated in these experiments (48 in each). The first experiment concerned with the effect of the secondary task and the sequence structure on the implicit sequence learning. The running count was used as a secondary task. More difficult secondary task, tone counting, was used in the second experiment to test the effect of the attention on the implicit sequence learning. The results show that: (1) The mechanism of implicit sequence learning is a pair wise association mechanism, which forms associations between adjacent items. (2) The secondary task reduces the adolescents' implicit sequence learning, the reason of these effects is not that the secondary task distracts the attention, but they disrupt the organization of the items in the sequence.

关 键 词：内隐序列学习 次级任务 心理机制 注意 

分 类 号：B842[哲学宗教—基础心理学]