Kirkhart M W
Department of Psychology, Loyola College in Maryland, Baltimore 21210-2699, USA.
J Gen Psychol. 2001 Oct;128(4):447-61. doi: 10.1080/00221300109598921.
Using traditional implicit and explicit artificial-grammar learning tasks, the author investigated the similarities and differences between the acquisition of declarative knowledge under implicit and explicit learning conditions and the functions of the declarative knowledge during testing. Results suggested that declarative knowledge was not predictive of or required for implicit learning but was related to consistency in implicit learning performance. In contrast, declarative knowledge was predictive of and required for explicit learning and was related to consistency in performance. For explicit learning, the declarative knowledge functioned as a guide for other behavior. In contrast, for implicit learning, the declarative knowledge did not serve as a guide for behavior but was instead a post hoc description of the most commonly seen stimuli.
作者使用传统的内隐和外显人工语法学习任务，研究了在隐性和显性学习条件下陈述性知识习得之间的异同，以及测试过程中陈述性知识的作用。结果表明，陈述性知识对内隐学习没有预测作用或非必要条件，但与内隐学习表现的一致性有关。相比之下，陈述性知识对显性学习具有预测作用且是必要条件，并且与表现的一致性有关。对于显性学习，陈述性知识作为其他行为的指导。相比之下，对于内隐学习，陈述性知识不是行为的指导，而是对最常见刺激的事后描述。
