Kim Robyn, Seitz Aaron, Feenstra Heather, Shams Ladan
Department of Psychology, University of California, Los Angeles, CA 90095, USA.
Neurosci Lett. 2009 Sep 18;461(2):145-9. doi: 10.1016/j.neulet.2009.06.030. Epub 2009 Jun 17.
Statistical learning has been studied as a mechanism by which people automatically and implicitly learn patterns in the environment. Here, we sought to examine general assumptions about statistical learning, including whether the learning is long-term, and whether it can occur implicitly. We exposed participants to a stream of stimuli, then tested them immediately after, or 24h after, exposure, with separate tests meant to measure implicit and explicit knowledge. To measure implicit learning, we analyzed reaction times during a rapid serial visual presentation detection task; for explicit learning, we used a matching questionnaire. Subjects' reaction time performance indicated that they did implicitly learn the exposed sequences, and furthermore, this learning was unrelated to explicit learning. These learning effects were observed both immediately after exposure and after a 24-h delay. These experiments offer concrete evidence that statistical learning is long-term and that the learning involves implicit learning mechanisms.
统计学习已被作为一种机制进行研究，通过这种机制人们可以自动且隐含地学习环境中的模式。在此，我们试图检验关于统计学习的一般假设，包括学习是否是长期的，以及它是否能隐含地发生。我们让参与者接触一系列刺激，然后在接触后立即或24小时后对他们进行测试，分别进行旨在测量隐含知识和显性知识的测试。为了测量隐含学习，我们分析了快速序列视觉呈现检测任务中的反应时间；对于显性学习，我们使用了一份匹配问卷。受试者的反应时间表现表明他们确实隐含地学习了所接触的序列，而且，这种学习与显性学习无关。在接触后立即以及24小时延迟后都观察到了这些学习效果。这些实验提供了具体证据，证明统计学习是长期的，并且这种学习涉及隐含学习机制。
