儿童绘图作业内隐学习智力独立性研究  

Implicit Learning in Children's Drawing Performance:Another Evidence of Its Independence from IQ

作　　者：高湘萍[1] 徐欣颖[1] 李慧渊[1] 

机构地区：[1]上海师范大学应用心理系,上海200234

出　　处：《心理科学》2005年第4期863-867,共5页Journal of Psychological Science

基　　金：上海市教育基金会"曙光计划"资助

摘　　要：实验采用中性参数程序和绘图作业,让正常智力、轻度智力落后、中度智力落后3组8～12岁右利手儿童接受符合、不符合或与“起始-旋转法则”无关的绘图练习,考察练习对原初行为方式的影响。结果发现,违反“起始-旋转法则”的练习使智力落后组被试的绘图行为发生了明显改变,证明内隐学习具有智力独立性;“意识污染”对内隐学习结果的影响可能是复杂的而非单向的;中性参数实验程序能够更好地隐蔽规则学习的实验目的,但不能有效消除意识污染的影响。By employing neutral parameter procedure （NPP）, the research explored the relationship between different rule trainings（accordant, not accordant and irrelevant with “initlal-rotate law”） and the following behavioral change in children＇s drawing performance. The participants are children with normal intelligence, mild retardedness and medium retardedness. The result showed that the drawing behavior of the retarded groups was changed significantly with the training against the “initial-rotate law”, thus supporting the independence of implicit learning from intelligence； the role of “consciousness contamination” played in implicit learning output might be complex and multi-dimensloned； neutral parameter procedure （NPP） could better conceal the real experimental purpose, but failed to eliminate the effect of “consciousness contamination” completely.

关 键 词：智力独立性 绘图作业 内隐学习模式 认知能力 学习任务 儿童心理学 

分 类 号：B842[哲学宗教—基础心理学]