视障学生动作内隐与外显学习协同效应实验研究  

An Experimental Research on the concerting Effect of Motor Implicit/Explicit Learning of Visually Handicapped Students

作　　者：谢国栋[1] 

机构地区：[1]上海体育学院博士后流动站,上海200438

出　　处：《心理科学》2008年第5期1212-1214,共3页Journal of Psychological Science

摘　　要：分别从上海市盲童学校和普通中学随机抽取盲、低视力、明眼学生各39人,共117人;通过测试指导语将被试分为动作内隐学习和外显学习组。实验结果表明,<1>当动作内隐学习和动作外显学习分阶段先后进行时,动作内隐学习和动作外显学习存在微弱的协同效应,当二者同时进行时,外显学习和内隐学习发生干扰;<2>在动作内隐学习和外显学习相互转换的过渡时期,其学习效率降低,尤其是动作内隐学习转换成动作外显学习。A total of 117 students randomly chosen from a blind children＇s school and ordinary middle schools in Shanghai were Divided into three groups （blind,poor-soghted and normal-sighted, 39 studerts each）,who were further divided into a motor implicit leaning group and an explicit learning group through a testing directive language. The result indicates： First, The concerting effect of motor implicit and explicit learning is little when motor implicit and explicit learning takes place periddically and separately. But an interference is found between implicit and explicit learning when they are taking place simultaneously; Second, Learning efficiency decreases in the process of interchanging between implicit and explicit learning, especially from motor implicit learning to explicit learning.

关 键 词：协同效应 内隐学习 外显学习 

分 类 号：B842.3[哲学宗教—基础心理学]