平面几何图形内隐学习的优势效应  

A Research on the Implicit Geometry Learning of Superiority

作　　者：宋广文 蔡成后[2] 

机构地区：[1]南开大学社会心理学系,天津300071 [2]曲阜师范大学教教育科学学院,曲阜273165

出　　处：《心理科学》2005年第3期569-572,共4页Journal of Psychological Science

摘　　要：在人工语法范式下,以平面几何图形为材料,探讨平面几何图形内隐和外显学习的特点,并增设性别变量以了解内隐和外显学习的性别差异。以108名在校大学生为被试,分内隐和外显学习组,每组男女各半。结果表明:1、指导语上不存在主效应,即平面几何图形内隐学习存在优势效应。2、性别变量不存在主效应,即男女在学习能力上性别差异不显著。3、单元变量上存在主效应,单元二的成绩好于单元一。实验结果再次证明了内隐学习优势效应的普遍存在。Under the paradigm of Reber's Artificial Grammar Learning, using strings of geometry as materials to investigate the effect on the performance of both the implicit- and the explicit-learning groups. Also the variable of gender was brought to explore the difference of gender. The subjects, 108 college students from the Department of Education, were randomly divided into two groups, and each group had 27 boys and 27 girls. The results showed : (1) The performance of the implicit-learning group was not worse than that of the explicit-learning group, i.e., there was the superiority of implicit geometry learning. (2) The main effect of gender was not found, i.e., males and females ad no significant difference in learning ability. (3) The main effect of unit was significant, and the grades of Group 2 were better than that of Group 1. The general existence of superiority of implicit learning was experimentally supported.

关 键 词：平面几何图形 优势效应 内隐学习 人工语法范式 外显学习 性别差异 在校大学生 学习能力 变量 指导语 男女 单元 普遍 

分 类 号：B842.3[哲学宗教—基础心理学] G633[哲学宗教—心理学]