内隐学习IQ独立性的研究

A research on IQ-independence of implicit learning

以65名智障中学生为被试,分别用色块串和色词串为材料,以限定状态语法组成学习规则,研究了智障学生颜色内隐和外显学习的特点。结果发现:指导语上不存在主效应,没有发生内隐和外显学习效应;反面证明内隐学习存在长时功效;非言语材料(色块)和言语材料(色词)均没有表现出内隐加工学习效应,但两者学习成绩的范围及趋势不同,且材料与IQ之间没有交互作用。间接揭示内隐学习存在一定的"阈限"及IQ独立性在不同情况下表现出特异性。

This experiment,whieh used 65 students with intellectual disability as subjects,strings of color blocks and color words as materials,finite-state artificial grammar as learning rule,explored the characteristicsof the implicit learning and explicit learning of students with intellectual disability.The results were indicated that:The main effect of instructions is not significant,which means the implicit learning and the explicit learning did not occur;The hypothesized effect of time in implicit learning has been supported in the opposite way;There is no interaction between nonlinguistic materials (color block)and linguistic materials(color words),by which we can infer that implicit learning somewhat has its `threshold'and can show its invariance in different situations.