École de psychologie, Université de Moncton, New Brunswick, Canada.
Mem Cognit. 2011 Aug;39(6):1012-22. doi: 10.3758/s13421-011-0084-1.
Sequence learning has notably been studied using the Hebb repetition paradigm (Hebb, 1961) and the serial reaction time (SRT) task (Nissen & Bullemer, Cognitive Psychology 19:1-32, 1987). These two paradigms produce robust learning effects but differ with regard to the role of awareness: Awareness does not affect learning a repeated sequence in the Hebb repetition paradigm, as is evidenced by recall performance, whereas in the SRT task, awareness helps to anticipate the location of the next stimulus. In this study, we examined the role of awareness in anticipation and recall performance, using the Hebb repetition paradigm. Eye movements were monitored during a spatial reconstruction task where participants had to memorize sequences of dot locations. One sequence was repeated every four trials. Results showed that recall performance for the repeated sequence improved across repetitions for all participants but that anticipation increased only for participants aware of the repetition.
序列学习特别地被使用赫布重复范式（Hebb，1961）和序列反应时间（SRT）任务（Nissen 和 Bullemer，认知心理学 19：1-32，1987）来研究。这两个范式产生了显著的学习效果，但在意识的作用方面有所不同：在赫布重复范式中，意识并不影响对重复序列的学习，这可以从回忆表现中得到证明，而在 SRT 任务中，意识有助于预测下一个刺激的位置。在这项研究中，我们使用赫布重复范式来研究意识在预期和回忆表现中的作用。在空间重建任务中，监测了参与者的眼动，参与者必须记住点位置的序列。每四个试验重复一次序列。结果表明，对于所有参与者，重复序列的回忆表现随着重复次数的增加而提高，但只有意识到重复的参与者的预期才会增加。
