Hartman M, Knopman D S, Nissen M J
University of Minnesota.
J Exp Psychol Learn Mem Cogn. 1989 Nov;15(6):1070-82. doi: 10.1037//0278-7393.15.6.1070.
Implicit learning of a series of new verbal associations was studied in four experiments. The first two experiments demonstrated that learning of a repeating sequence of verbal stimuli may occur without awareness, but only when the stimulus-response mapping requires an attention-demanding activity: Subjects who were unaware of the sequence learned when instructed to categorize the stimuli, but not when instructed simply to read them. However, in both situations, unaware subjects performed no better than untrained control subjects in expressing their knowledge of the sequence explicitly. In Experiments 3 and 4, subjects showed implicit learning when the task involved either motor responses to verbal stimuli or verbal responses to spatially arranged stimuli. These findings are discussed in terms of the conditions under which implicit learning can be obtained. First, they demonstrate implicit learning of a set of new associations in the verbal domain. Second, the data suggest that attention is important in implicit learning. Finally, the degree of interitem organization that is familiar preexperimentally seems to partially determine the amount of implicit learning.
在四项实验中研究了对一系列新言语联想的内隐学习。前两项实验表明，言语刺激重复序列的学习可能在无意识的情况下发生，但前提是刺激-反应映射需要一项需要注意力的活动：不知道序列的受试者在被指示对刺激进行分类时会学习，但在被指示只是阅读它们时则不会学习。然而，在这两种情况下，不知道序列的受试者在明确表达他们对序列的了解方面并不比未经训练的对照组受试者表现得更好。在实验3和4中，当任务涉及对言语刺激的运动反应或对空间排列刺激的言语反应时，受试者表现出内隐学习。根据获得内隐学习的条件对这些发现进行了讨论。首先，它们证明了在言语领域中一组新联想的内隐学习。其次，数据表明注意力在内隐学习中很重要。最后，实验前熟悉的项目间组织程度似乎部分决定了内隐学习的量。
