Pothos Emmanuel M
Department of Psychology, University of Crete, Rethymnon, Greece.
Mem Cognit. 2005 Jan;33(1):171-81. doi: 10.3758/bf03195306.
In two experiments, artificial grammar learning was used to create learning tasks of identical symbolic complexity that differed in terms of the instructions and the appearance of the stimuli. In Experiment 1, the stimuli were letter strings that appeared in either upper- or lowercase; however, letter case was irrelevant to the learning task. Participants were unable to take into account the instruction to ignore letter case. In Experiment 2, the stimuli were sequences of cities that corresponded to the routes of a traveling salesman. It was assumed that participants would adopt the expectation that the salesman would prefer short journeys. When the structure of the stimuli was inconsistent with this expectation, performance on the learning task was inhibited. The results suggest that there are circumstances in which explicit expectations about the structure of a set of stimuli can affect implicit learning of the stimuli.
在两项实验中，人工语法学习被用于创建具有相同符号复杂性的学习任务，这些任务在指令和刺激的外观方面存在差异。在实验1中，刺激是由大写或小写字母组成的字符串；然而，字母大小写与学习任务无关。参与者无法考虑忽略字母大小写的指令。在实验2中，刺激是与旅行推销员路线相对应的城市序列。假设参与者会形成这样的预期，即推销员会倾向于选择短程路线。当刺激的结构与这种预期不一致时，学习任务的表现就会受到抑制。结果表明，在某些情况下，对一组刺激结构的明确预期会影响对这些刺激的隐性学习。
