摘要
该研究以48名中学生为被试,分别用色块串和色词串为材料,设时间变量(单元)以了解学习的详细进程,研究了中学生颜色内隐和外显学习的特点。结果发现:(1)非言语材料(色块)较言语材料(色词)更适合于内隐加工;(2)时间变量上整体呈递增趋势,称长时功效。内隐学习的长时功效在教学上有重要意义:(3)指导语上存在主效应,内隐学习优于外显学习,即内隐学习在不同材料上的优势效应依然存在。
In this experimental research, we used 48 middle-school student subjects to explore the effect of learning materials (color blocks and color words) on the performance of implicit learning. And we studied the effect of time through the whole process of study. The result showed that: 1. Non-linguistic materials (color blocks) was fit for implicit learning much more than linguistic (color words) one; 2. Learning performance was better with time, which is named long time efficacy. The long time efficacy of implicit learning is important to teaching; 3. The performance of the implicit -learning group was better than that of the explicit -learning group, through which we can reasonably figure out the superiority of implicit learning. Our hypothesis that the difference of materials would have an effect on implicit learning was experimentally supported.
出处
《心理与行为研究》
2003年第2期116-121,共6页
Studies of Psychology and Behavior
关键词
内隐学习
外显学习
颜色
中学生
implicit learning, explicit learning, color, middle-school student.
