不同次级任务对序列学习的影响及年级差异

发布时间：2018-03-13 17:12

本文选题：内隐学习　切入点：序列学习　出处：《心理与行为研究》2017年04期 　论文类型：期刊论文

【摘要】：以大学生为被试,在单任务、"数声"和"数形"次级任务三种序列学习条件下考察反应时变化进程及内隐学习量的差异性。结果发现,次级任务影响被试内隐序列学习进程,且"数形"任务较"数声"任务对被试产生了更大的干扰作用;但与单任务相比,双任务下的内隐学习量未发生显著消退。考察大学、高中、初中、小学生在以上问题的年级差异中发现,除"数形组"小学生内隐学习消退以外,其他年级组在三任务条件下均习得内隐规则。内隐学习量的任务效应与年级效应显著。
[Abstract]:Under the condition of single task, "number sound" and "number shape" secondary task, the difference of reaction time change process and implicit learning quantity was investigated. The results showed that secondary task affected the process of implicit sequence learning. Compared with the single task, the implicit learning volume of the "numeral-shaped" task did not fade significantly. The students were investigated at university, senior high school, junior high school, and junior high school, but the implicit learning was not significantly decreased compared with the single task. In the grade differences of the above questions, it is found that except for the implicit learning regression of the "number form group", the other grade groups all acquire implicit rules under the condition of three tasks. The task-effect and grade effect of implicit learning quantity are significant.
【作者单位】：沈阳师范大学教育科学学院;
【基金】：全国教育科学规划“十二五”课题(BBA120015)
【分类号】：B842.3

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