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首页> 外文期刊>Experimental Brain Research >The problem of reversals in assessing implicit sequence learning with serial reaction time tasks.
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The problem of reversals in assessing implicit sequence learning with serial reaction time tasks.

机译：在评估具有连续反应时间任务的隐式序列学习中的逆转问题。

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We report two experiments in which implicit learning is demonstrated within a short session of practice, in the absence of explicit knowledge of what is learned. In Experiment 1, we replicate the experiments by Curran (Psychol Res 60:24-41, 1997a; J Cogn Neurosci 9(4):522-533, 1997b) and highlight the importance of avoiding a random sequence as comparison to the training sequence, due to the higher proportion of reversal trials included in the random one, which leads to an artifactual measure of learning. In Experiment 2 we present a procedure in which two structurally analogous sequences are used both as training and control sequences, thus controlling for any factor different from learning. The results show that implicit learning is obtained within a short session of practice, and in the absence of any explicit knowledge as assessed through a subsequent generation task. We surmise that this procedure might be especially useful in areas in which short procedures are needed, such as when special populations are tested (e.g., patients, children or elderly people) or when the neural bases of implicit learning are being investigated through neurophysiological measures.
机译：我们报告了两个实验，其中在缺乏对所学知识的明确知识的情况下，在一小段实践中就证明了内隐学习。在实验1中，我们复制了Curran（Psychol Res 60：24-41，1997a; J Cogn Neurosci 9（4）：522-533，1997b）的实验，并强调了避免随机序列与训练序列比较的重要性，这是因为随机试验中所含的逆转试验所占比例较高，这导致了人为的学习量度。在实验2中，我们介绍了一种程序，其中两个结构相似的序列都用作训练序列和控制序列，从而控制与学习不同的任何因素。结果表明，内隐学习是在短期练习中获得的，并且没有通过后续生成任务评估的任何显性知识。我们推测该程序在需要短程序的区域中可能特别有用，例如当测试特殊人群（例如，患者，儿童或老人）或通过神经生理学方法研究内隐学习的神经基础时。

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