IMPLICIT AND EXPLICIT KNOWLEDGE BASES IN ARTIFICIAL GRAMMAR LEARNING

被引：182

作者：

DIENES, Z ^{[1
]}

BROADBENT, D ^{[1
]}

BERRY, D ^{[1
]}

机构：

[1] UNIV OXFORD,OXFORD,ENGLAND

来源：

JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION | 1991年 / 17卷 / 05期

关键词：

D O I：

10.1037/0278-7393.17.5.875

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Two experiments examined the claim for distinct implicit and explicit learning modes in the artificial grammar-learning task (Reber, 1967, 1989). Subjects initially attempted to memorize strings of letters generated by a finite-state grammar and then classified new grammatical and nongrammatical strings. Experiment 1 showed that subjects' assessment of isolated parts of strings was sufficient to account for their classification performance but that the rules elicited in free report were not sufficient. Experiment 2 showed that performing a concurrent random number generation task under different priorities interfered with free report and classification performance equally. Furthermore, giving different groups of subjects incidental or intentional learning instructions did not affect classification or free report.

引用

页码：875 / 887

页数：13

共 39 条

[11]

Brooks L.R., 1978, COGNITION CATEGORIZA, P169

[12]

BROWN R, 1970, COGNITION DEV LANGUA, V2, P76

[13] ATTENTION AND STRUCTURE IN SEQUENCE LEARNING [J].