Lee Y S
Department of Psychology, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong.
Mem Cognit. 1995 Nov;23(6):723-34. doi: 10.3758/bf03200925.
Two parallel tasks involving rule learning were identified in Experiment 1A and were used to assess implicit and explicit learning. In both tasks, subjects had to input numbers in order to reach the target values of outputs. The relationship between inputs and outputs was either simple (in the simple task) or complex (in the complex task), and the way in which target values were presented could be in the form of either numbers (in the simple task) or lines (in the complex task). Experiment 1B examined the validity of the explicit measure in the complex task. Experiments 2-4 investigated the interaction between learning contexts and the simple/complex learning tasks. Verbalization and instructions to search for the rules facilitated the simple-task learning and hurt or have no effect on the complex-task learning. In the observational-learning condition, no learning occurred for the simple task, and the complex task learning was impaired. These results suggest that the complex task and simple task involve two distinct learning systems. Other implications are also discussed.
在实验1A中确定了两个涉及规则学习的并行任务，并用于评估内隐学习和外显学习。在这两个任务中，受试者都必须输入数字以达到输出的目标值。输入与输出之间的关系要么简单（在简单任务中），要么复杂（在复杂任务中），并且目标值呈现的方式可以是数字形式（在简单任务中）或线条形式（在复杂任务中）。实验1B检验了复杂任务中外显测量的有效性。实验2至4研究了学习情境与简单/复杂学习任务之间的相互作用。言语表达和寻找规则的指令促进了简单任务的学习，对复杂任务的学习有损害或没有影响。在观察学习条件下，简单任务没有发生学习，复杂任务的学习受到损害。这些结果表明，复杂任务和简单任务涉及两个不同的学习系统。还讨论了其他影响。
