Wright R L, Whittlesea B W
Simon Fraser University, Burnaby, British Columbia, Canada.
Mem Cognit. 1998 Mar;26(2):402-20. doi: 10.3758/bf03201149.
Subjects exposed to members of a structured domain become sensitive to the general structure of that domain, even when they are unaware that the domain has such structure (e.g., Reber, 1993). Numerous investigators have attempted to characterize this learning as unselective in acquisition and automatic in application. However, we contend that this characterization miscasts the fundamental nature of learning. In a series of experiments, we demonstrate that what subjects learn implicitly about the structure of a domain critically depends on decisions they make about how to organize the structural components. Similarly, the application of knowledge gained implicitly is not stable, but may be selected or even created under the demands of the test task. We conclude that implicit learning, just like explicit learning, proceeds through active organization of the stimulus complex, rather than by passively absorbing any level of structure. We 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（例如，雷伯，1993）。许多研究者试图将这种学习描述为在习得过程中无选择性且在应用中自动进行的。然而，我们认为这种描述错误地理解了学习的基本性质。在一系列实验中，我们证明受试者对一个领域结构的隐性学习关键取决于他们对如何组织结构成分所做的决定。同样，隐性获得的知识的应用并不稳定，而是可能在测试任务的要求下被选择甚至被创造出来。我们得出结论，隐性学习与显性学习一样，是通过对刺激复合体的主动组织来进行的，而不是通过被动地吸收任何层次的结构。我们提出一种综合观点，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。
