成人与儿童连续截获序列学习的特点与表征类型
文献类型：学位论文
| 作者 | 王一帆 |
| 答辩日期 | 2024-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 付秋芳 |
| 关键词 | 内隐学习 序列学习 连续截获序列学习 表征 抽象结构 |
| 学位名称 | 理学硕士 |
| 学位专业 | 基础心理学 |
| 其他题名 | The Characteristics and Representation Types of Serial Interception Sequence Learning in Adults and Children |
| 中文摘要 | Implicit learning is an unconscious learning process that is independent of explicit learning, which is prevalent in our daily lives. It is characterized by occurring unintentionally, without any additional effort, and acquiring unconscious knowledge that is difficult to report verbally. Classical experimental paradigms for studying implicit learning include serial reaction time task, artificial grammar learning task, and implicit category learning task. In recent years, the unconsciousness of sequence learning in the classical serial reaction time task has been questioned a lot. In order to enable people to acquire relatively “purer” unconscious knowledge in implicit sequence learning, researchers have modified the classical serial reaction time task. The serial interception sequence learning (SISL) task is one of its relatively novel variants, which is believed to be able to produce pure and stable unconscious knowledge in sequence learning, while avoiding the contamination of explicit and conscious knowledge. Although many studies have provided supportive evidence that concrete chunk knowledge could be acquired in implicit learning, it remains controversial whether people could unconsciously acquire knowledge about abstract structures through implicit sequence learning. To address this issue, in this study, we introduced probabilistic sequence materials that can distinguish between abstract structure and concrete sequence learning into serial interception sequence learning, and systematically investigated the characteristics and representation types of serial interception sequence learning in adults and children. Study 1 adopted deterministic and probabilistic sequences to examine the characteristics and representation types of serial interception sequence learning in adults under different sequence structure conditions. On this basis, Study 1 further examined the effect of stimulus movement speed on serial interception sequence learning under probabilistic sequence conditions. The results of Experiment 1a and 1b showed that subjects could acquire abstract structural knowledge, whenever the sequences were deterministic or probabilistic. Moreover, although they could distinguish between transfer stimuli and deviant stimuli in recognition judgments, they could not consciously distinguish the difference between different types of stimuli in confidence ratings, indicating that they acquired unconscious knowledge about abstract structures. The results of Experiment 2 and 3 showed that subjects were able to acquire abstract structural knowledge regardless of whether the stimuli moved quickly or slowly, but could not realize that they had acquired abstract knowledge subjectively. That is, normal adults are able to acquire abstract structural knowledge through unconscious implicit learning. However, the sequence learning effect under both conditions was less significant than in the conditions where the stimuli moved at a moderate speed. Study 2 continued to use probabilistic sequences to investigate the characteristics and representation types of serial interception sequence learning among children of different ages. The results of Experiment 4, 5 and 6 showed that child subjects were also able to acquire abstract structural knowledge through unconscious implicit learning. However, the serial interception sequence learning of school-age children and preadolescents had different characteristics, with the latter being more similar to adults, while the former showed a different behavioral pattern from adults. The present study provided a more comprehensive analysis of the learning effect of serial interception sequence learning, and introduced subjective and objective tests of consciousness into the study at the same time to systematically examine the characteristics and representation types of serial interception sequence learning in adults and children. The results of this study provided new supportive evidence that abstract structural knowledge can be acquired by implicit learning, which could not only help to reveal the cognitive mechanisms and representation types of sequence learning, but also help to deepen the understanding of the relationship between implicit learning and consciousness. |
| 英文摘要 | 内隐学习在我们的日常生活中普遍存在，是一种独立于外显学习的无意识加 工学习过程，其特征为非意图性、自动发生、无需额外努力，获得难以进行口头 报告的无意识知识。研究内隐学习的经典实验范式包括序列反应时任务、人工语 法学习任务和内隐类别学习任务等。近年来，经典序列反应时任务中序列学习的 无意识性受到了诸多质疑，为了使人们能在内隐序列学习中获得更为纯粹的无意 识知识，研究者对经典序列反应时任务进行了改进。连续截获序列学习(Serial interception sequence learning, SISL)任务就是其中一种较为新颖的变式，其被认为能够在序列学习中产生比较纯粹而稳定的无意识知识，可以避免外显的有意识知识的污染。 尽管许多研究为人们在内隐学习中获取具体的组块知识提供了支持证据，但 对人们能否通过内隐序列学习无意识地习得抽象结构知识尚存在争议。为解决这 一问题，本研究在连续截获序列学习中引入可以区分抽象结构和具体序列学习的 概率序列材料，系统考察了成人与儿童连续截获序列学习的特点与表征类型。其 中，研究一采用确定序列和概率序列，考察成人在不同序列条件下连续截获序列 学习的特点与表征类型，并在此基础上进一步考察概率序列条件下刺激移动速度 对连续截获序列学习的影响。实验 1a 和实验 1b 结果发现，无论是确定序列还是 概率序列条件下，被试均能够习得抽象结构知识。并且，尽管被试在再认判断中 可以区分迁移刺激和新异刺激，但在信心评估中并不能有意识地区分不同刺激之 间的差异，表明他们习得的关于抽象结构的知识是无意识的。实验 2 和实验 3 结 果发现，无论刺激快速移动还是慢速移动，被试均能够习得抽象结构知识，并且 在主观上并没有意识到自己获得了抽象知识。也就是说，正常成年人能够通过无 意识的内隐学习，习得抽象结构知识。不过，相较于刺激中速移动条件下的序列 学习效应，刺激快速移动和慢速移动条件下的序列学习效应没有那么显著。 研究二继续采用概率序列，探讨不同年龄阶段的儿童进行连续截获序列学习 的特点与表征类型。实验 4、实验 5 和实验 6 结果发现，儿童被试也能够通过无 意识的内隐学习，习得抽象结构知识。不过，学龄儿童和前青少年期儿童的连续 截获序列学习呈现出不同的特点，后者与成人更加接近，而前者则表现出与成人 不同的行为模式。 本研究对连续截获序列学习的学习效应进行了更为全面的分析，并将测量意 识的主客观方法同时引入连续截获序列学习研究，系统考察了成人与儿童连续截获序列学习的特点与表征类型。本研究为内隐学习能够习得抽象结构知识提供了 新的支持证据，不仅有助于揭示序列学习的认知机制及表征类型，还有助于加深 人们对内隐学习与意识之间的关系的理解。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/47959]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 王一帆. 成人与儿童连续截获序列学习的特点与表征类型[D]. 中国科学院心理研究所. 中国科学院大学. 2024. |
入库方式： OAI收割
来源：心理研究所
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