内隐与外显学习的交互关系——基于复杂系统控制的实验研究  

The Interaction Between Implicit and Explicit Learning:An Experimental Study Based on Complex System Control

作　　者：聂晶[1] 周楚[2] 

机构地区：[1]上海大学悉尼工商学院,上海201800 [2]复旦大学心理学系,上海200433

出　　处：《心理科学》2009年第4期792-795,共4页Journal of Psychological Science

基　　金：国家自然科学基金项目(批准号30700231);上海市哲学社会科学规划项目(批准号2007EJY001)

摘　　要：作为两种截然不同的学习方式,内隐与外显学习的区别性研究引起了诸多关注,而两者的关联及协同作用研究较少。本研究使用复杂系统控制范式来考察内隐与外显学习的相互关系。实验发现:内隐与外显学习可以共同存在、协同作用;任务复杂程度的增加对内隐和外显学习都有损害作用;随着任务难度的增加,内隐学习的贡献率上升;内隐与外显学习在练习过程中都存在高原现象;随着练习的增加,中等难度任务中内隐学习与外显学习表现出分离趋势。Although much attention has been paid to the differences between implicit and explicit learning, research on their relationship has been done as two totally different ones. Two sugar-production experiments were conducted to study the influence of task complexity and practice on relationship between implicit and explicit learning： Experiment 1 proved that implicit learning synergetically interacted with explicit learning; the increasing of complexity of tasks could impair both implicit learning and explicit learning; the contribution of implicit learning improved when the complexity increased. Experiment 2 proved that plateau phenomena also existed in implicit learning; implicit learning and explicit learning were obviously dissociatied in moderate tasks when practice increased.

关 键 词：内隐学习 外显学习 协同作用 分离 复杂系统 

分 类 号：B842.3[哲学宗教—基础心理学] G442[哲学宗教—心理学]