Haider Hilde, Frensch Peter A
University of Cologne, Germany.
Psychol Res. 2005 Jun;69(5-6):399-411. doi: 10.1007/s00426-004-0209-2. Epub 2005 Mar 15.
The purpose of the present experiments was to investigate the generation of conscious awareness (i.e., of verbal report) in an incidental learning situation. While the single-system account assumes that all markers of learning, verbal or nonverbal, index the same underlying knowledge representation, multiple-systems accounts grant verbal report a special status as a marker of learning because they assume that the nonverbal and verbal effects of learning rely on different memory representations. We tested these two accounts in two experiments in which we held the amount of learning in the nonverbal memory system constant while manipulating independent variables aimed at affecting learning in the declarative system. The results of both experiments revealed significant differences in verbal report between experimental conditions, but no significant differences in response times. Overall, these results provide clear evidence in favor of the multiple-systems account.
本实验的目的是研究在偶然学习情境中意识觉知（即言语报告）的产生。单系统观点认为，所有学习标记，无论是言语的还是非言语的，都索引相同的潜在知识表征，而多系统观点赋予言语报告一种特殊地位，将其作为学习的标记，因为他们认为学习的非言语和言语效应依赖于不同的记忆表征。我们在两个实验中对这两种观点进行了测试，在实验中我们保持非言语记忆系统中的学习量不变，同时操纵旨在影响陈述性系统学习的自变量。两个实验的结果都显示，不同实验条件下的言语报告存在显著差异，但反应时间没有显著差异。总体而言，这些结果为多系统观点提供了明确的证据支持。
