Whittlesea B W, Wright R L
Department of Psychology, Simon Fraser University, Burnaby, British Columbia, Canada.
J Exp Psychol Learn Mem Cogn. 1997 Jan;23(1):181-200. doi: 10.1037//0278-7393.23.1.181.
Subjects exposed to members of a structured domain become sensitive to the general structure of that domain, even when unaware that the domain has such structure. Numerous investigators have taken this as evidence for a mode of learning in which memory passively and unselectively absorbs the structure of the environment. The authors contend that this assumption miscasts the fundamental nature of learning. The authors demonstrate that even when task and stimulus structure are held constant, subjects react to variations in incidental stimulus properties by processing the stimuli in qualitatively different ways. The authors conclude that implicit learning, just like explicit learning, proceeds through active organization of the stimulus complex, rather than through passive absorption of any level of structure. The authors propose a synthesis in which learning, with and without awareness, is understood through a common set of principles.
接触结构化领域成员的受试者会对该领域的总体结构变得敏感，即使他们并未意识到该领域具有这样的结构。许多研究者将此作为一种学习模式的证据，即在这种学习模式中，记忆被动且无选择性地吸收环境的结构。作者们认为这种假设错误地诠释了学习的基本性质。作者们证明，即使任务和刺激结构保持不变，受试者也会通过以质的不同方式处理刺激来对偶然刺激属性的变化做出反应。作者们得出结论，内隐学习与外显学习一样，是通过对刺激复合体的主动组织来进行的，而不是通过被动吸收任何层次的结构。作者们提出了一种综合观点，即有觉知和无觉知的学习都可以通过一组共同的原则来理解。
