内隐序列学习：结构水平、成年人年龄及长期练习的影响
Implicit sequence learning: effects of level of structure, adult age, and extended practice.
作者信息
Howard Darlene V, Howard James H, Japikse Karin, DiYanni Cara, Thompson Amanda, Somberg Rachel
机构信息
Department of Psychology, Georgetown University, Washington, DC 20057-1001, USA.
出版信息
Psychol Aging. 2004 Mar;19(1):79-92. doi: 10.1037/0882-7974.19.1.79.
The influence of structure and age on sequence learning was investigated by testing 24 young and 24 older participants for 10 sessions in an alternating serial response time task in which pattern trials alternated with random trials. Individuals encountered lag-2 or lag-3 structure, and learning was measured by the difference (in response time and accuracy) between pattern and random trials. Both ages learned lag-2 structure, but the young learned more than the older participants. Only the young people learned lag-3 structure, and they did so more slowly and to a lesser degree than they learned lag-2 structure. These age deficits in higher order sequence learning after extended practice are consistent with simultaneity theory and with theories positing that age-related deficits in neuromodulation lead to less distinctive representations.
通过让24名年轻参与者和24名年长参与者在交替序列反应时任务中进行10次测试，研究了结构和年龄对序列学习的影响。在该任务中，模式试验与随机试验交替进行。个体遇到滞后2或滞后3结构，通过模式试验和随机试验之间的差异（反应时间和准确性）来衡量学习情况。两个年龄段的人都学习了滞后2结构，但年轻人比年长者学得更多。只有年轻人学习了滞后3结构，而且他们学习滞后3结构的速度比学习滞后2结构更慢，程度也更低。长时间练习后高阶序列学习中的这些年龄缺陷与同时性理论以及认为神经调节方面与年龄相关的缺陷导致表征缺乏独特性的理论相一致。
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