Haider Hilde, Eberhardt Katharina, Esser Sarah, Rose Michael
Department of Psychology, University of Cologne, Germany.
Department of Psychology, University of Cologne, Germany.
Conscious Cogn. 2014 May;26:145-61. doi: 10.1016/j.concog.2014.03.005. Epub 2014 Apr 16.
Implicit learning is one of the most fundamental learning mechanisms that enables humans to adapt to regularities inherent in the environment. Despite its high flexibility, it depends on constraints, such as selective attention. Here, we focused on the stimulus-to-response binding which defines the dimensions of the stimuli and the responses participants attend to. In a serial reaction time task with a visual sequence, we investigated whether this stimulus-response binding influences the amount of sequence learning. The results of Experiments 1 and 2 showed that visual sequence learning is reduced when participants do not attend to the relevant response dimension. Furthermore, the findings of Experiment 3 suggest that attention to the relevant response dimension increased the development of explicit knowledge without affecting implicit knowledge. This latter finding is difficult to reconcile with the assumption that explicit learning results from the gradual strengthening of sequence representations.
内隐学习是人类最基本的学习机制之一，它使人类能够适应环境中固有的规律。尽管它具有高度的灵活性，但它依赖于诸如选择性注意等限制条件。在这里，我们关注的是刺激与反应的绑定，它定义了刺激的维度以及参与者所关注的反应。在一个具有视觉序列的序列反应时任务中，我们研究了这种刺激-反应绑定是否会影响序列学习的量。实验1和实验2的结果表明，当参与者不关注相关反应维度时，视觉序列学习会减少。此外，实验3的结果表明，对相关反应维度的关注增加了显性知识的发展，而不影响隐性知识。后一个发现很难与显性学习是由序列表征的逐渐强化所导致的这一假设相协调。
