不同内隐学习任务在不同认知风格个体上的成绩差异  

The Influence of Cognitive Style on College Students' Implicit Learning Under Different Research Paradigms

作　　者：李艳芬 赵宁宁[2] 周铁民[2] 

机构地区：[1]沈阳师范大学心理咨询中心,沈阳110034 [2]沈阳师范大学教育科学学院,沈阳110034

出　　处：《心理与行为研究》2017年第5期606-612,共7页Studies of Psychology and Behavior

基　　金：全国教育科学规划课题(BBA120015)

摘　　要：通过两个实验,考察了不同认知风格大学生在人工语法任务、序列反应时任务中的成绩差异性表现。结果表明,场独立与场依存者在两类任务中内隐学习量的差异性表现一致,均无显著差异。进一步比较两种认知风格大学生在人工语法范式下内隐、外显及内隐外显协同学习类型中的差异表现时发现,场独立者的协同学习成绩优于单独的内隐学习和外显学习,且优于场依存者的协同学习。This study adopted artificial grammar paradigm and serial reaction time paradigm to study whether cognitive style affect college students＇ implicit learning. The study showed that cognitive style did not affect the implicit learning, and this conclusion was not affected by experimental paradigms. Under artificial grammar paradigm and serial reaction time paradigm, the differences between field independent learner and field dependent learner of implicit learning were not significant. Under the artificial grammar paradigm, the collaborative learning of field independent learner was better than single implicit learning and explicit learning, and better than the collaborative learning of field dependent learner.

关 键 词：认知风格 内隐学习 人工语法 序列反应时 

分 类 号：B842.5[哲学宗教—基础心理学]