内隐序列学习中意识性的客观测量方法综述  

A Review of Objective Measurements on Consciousness in Implicit Sequence Learning

作　　者：杨海波[1] YANG Hai-bo(School of Education Science, Minnan Normal University, Zhangzhou 363000, China)

机构地区：[1]闽南师范大学教育科学学院,福建漳州363000

出　　处：《宁波大学学报（教育科学版）》2017年第4期1-5,共5页Journal of Ningbo University(Educational Science Edition)

基　　金：福建省教育科学"十二五"规划2014年度课题"片段再认任务在内隐序列学习研究中的有效性检验"(FJJKCG14-084)

摘　　要：内隐序列学习中究竟习得了什么知识,一直是本领域的争论核心。以任务分离范式为实验逻辑,而提出的内隐学习系统和外显学习系统的观点曾经占据主导地位。然而随着研究的深入,该实验逻辑遭遇到操作定义的科学性问题和测验的纯净性问题,于是加工分离范式逐渐进入研究者的视野,单一学习系统似乎又出现回归,并可能促进内隐序列学习的生理机制的探讨。What is acquired in implicit sequence learning is a core subject of concern.This paper reviewed the measurementsof consciousness in the implicit sequence learning.Early researchers insisted that the task-dissociated experimental paradigmconsidered co-existence of implicit learning system and explicit learning system.Further research,however,found theproblems with the scientific definition and pure test in the experimental logic,thus extending the studies to theprocess-dissociated paradigm,a single learning system and the biological mechanism of implicit sequence leaning.

关 键 词：内隐学习 任务分离范式 加工分离范式 习得知识 

分 类 号：G442[哲学宗教—心理学]