Vaquero Joaquín M M, Jiménez Luis, Lupiáñez Juan
Departamento de Psicología Experimental y Fisiología del Comportamiento, Facultad de Psicología, Universidad de Granada, Campus Universitario Cartuja s/n, 18071, Granada, Spain.
Exp Brain Res. 2006 Oct;175(1):97-109. doi: 10.1007/s00221-006-0523-6. Epub 2006 May 25.
We report two experiments in which implicit learning is demonstrated within a short session of practice, in the absence of explicit knowledge of what is learned. In Experiment 1, we replicate the experiments by Curran (Psychol Res 60:24-41, 1997a; J Cogn Neurosci 9(4):522-533, 1997b) and highlight the importance of avoiding a random sequence as comparison to the training sequence, due to the higher proportion of reversal trials included in the random one, which leads to an artifactual measure of learning. In Experiment 2 we present a procedure in which two structurally analogous sequences are used both as training and control sequences, thus controlling for any factor different from learning. The results show that implicit learning is obtained within a short session of practice, and in the absence of any explicit knowledge as assessed through a subsequent generation task. We surmise that this procedure might be especially useful in areas in which short procedures are needed, such as when special populations are tested (e.g., patients, children or elderly people) or when the neural bases of implicit learning are being investigated through neurophysiological measures.
我们报告了两项实验，其中在短时间的练习过程中证明了内隐学习，且学习者对所学内容并无明确的认识。在实验1中，我们重复了柯伦的实验（《心理学研究》60:24 - 41，1997a；《认知神经科学杂志》9(4):522 - 533，1997b），并强调了避免使用随机序列作为与训练序列对比的重要性，因为随机序列中包含的反转试验比例更高，这会导致学习的人为测量结果。在实验2中，我们提出了一种程序，其中两个结构相似的序列既用作训练序列，也用作对照序列，从而控制了与学习无关的任何因素。结果表明，在短时间的练习过程中即可获得内隐学习，并且通过后续的生成任务评估发现学习者没有任何明确的认识。我们推测，该程序在需要短程序的领域可能特别有用，例如在测试特殊人群（如患者、儿童或老年人）时，或者通过神经生理学测量研究内隐学习的神经基础时。
