诗歌平仄相对规则的内隐学习

Primary School Students' Implicit Learning of Rules About Poetry's Level and Oblique Tones

研究探讨诗歌平仄相对规则的内隐学习。考察了三种指导语(规则发现、记忆和欣赏)对小学生诗歌韵律学习的作用。学习材料为符合某一平仄相对规则的20对诗对,测试任务要求被试判断20对新的诗对是否符合学习阶段的规则。结果表明:1、记忆组和欣赏组被试的学习成绩显著高于随机水平,表明发生了学习;规则发现组被试的学习成绩和随机水平无显著差异,表明没有发生学习。2、记忆组被试的成绩和自信心评定的Gamma相关符合零相关标准,提示记忆指导语引发了内隐学习;欣赏组不符合零相关标准,提示欣赏指导语引发了一定的有意识学习。3、指导语主效应显著,记忆组和欣赏组的测试成绩及辨别力都显著高于规则发现组,记忆组和欣赏组无显著差异。

The present study investigated the implicit learning of rules about poetry＇ s level and oblique tones for the effect of instructions （rule-discovering, memorizing and appreciating） on subjects＇ learning about the rhythmic patterns of poetry. The participants were exposed to a set of 20 pairs of verse which embodied the particular rules. In the subsequent test phase, the participants were asked to determine whether or not another 20 new pairs of verse obeying the rule embodied in the training material. The results showed that： 1. the learning performance of the memorizing and appreciating groups was found to be better than the random group. The performance of the rule-discovering group was not significantly different from that of the random group to which no leaning occurred. 2. The gamma correlation coefficient between classification performance and confidence rating in the memorizing group was not significantly different from zero, which indicated memorizing instruction produced implicit learning. However, the appreciating group did not match the zero-correlation criterion, which indicated at least partly explicit learning occurred in this condition. 3. The main effect of instruction was significant, and the performance and discrimination ability （d＇） of the memorizing and appreciating groups were better than those of the rule-discovering group, But there was no significant difference between the former two groups.