Kostandov E A, Arzumanov Iu L
Zh Vyssh Nerv Deiat Im I P Pavlova. 1990 Jan-Feb;40(1):15-22.
In adult emotionally excitable persons the role was studied of unrecognized reinforcement forms in the function of differentiation of time microintervals. As feedback stimuli the word "good" (positive reinforcement) and a word connected with negative emotions of the subject (negative reinforcement) were applied. Experimental confirmation was obtained of the hypothesis that unrecognized phenomena of environment can influence conscious psychic activity, the process of man learning. Unrecognized semantic stimuli can function as a reinforcing factor and in this way participate in the process of learning of cognitive activity realized at conscious level.
在成年情绪易激动的人群中，研究了未被识别的强化形式在时间微间隔辨别功能中的作用。作为反馈刺激，使用了“好”这个词（正强化）和与受试者负面情绪相关的一个词（负强化）。实验证实了这样一个假设，即环境中未被识别的现象会影响有意识的心理活动，即人类的学习过程。未被识别的语义刺激可以作为一种强化因素，从而参与到在意识层面实现的认知活动的学习过程中。
