Testing assumptions of statistical learning: Is it long-term and implicit?
Testing assumptions of statistical learning: Is it long-term and implicit?
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DOI：
10.1016/j.neulet.2009.06.030
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发表时间：
2009-09-11
影响因子：
2.5
通讯作者：
Shams, Ladan
中科院分区：
文献类型：
--
作者：
Kim, Robyn;Seitz, Aaron;Shams, Ladan
统计学习被研究为一种机制，通过这种机制，人们自动地、隐式地学习环境中的模式。在这里，我们试图检查关于统计学习的一般假设，包括学习是否是长期的，以及它是否可以隐含地发生。我们将参与者暴露在一系列刺激中，然后在暴露后立即或24小时后对他们进行测试，并进行单独的测试以测量内隐和内隐。显性知识为了测量内隐学习，我们分析了快速连续视觉呈现检测任务期间的反应时间;对于外显学习，我们使用了匹配的问卷。被试的反应时表现表明，他们确实内隐学习了暴露的序列，而且这种学习与外显学习无关。这些学习效果在暴露后立即观察到，并在24小时延迟后观察到。这些实验提供了具体的证据表明，统计学习是长期的，学习涉及内隐学习机制。(C)2009爱思唯尔爱尔兰有限公司保留所有权利。
Statistical learning has been studied as a mechanism by which people automatically and implicitly learn patterns in the environment. Here, we sought to examine general assumptions about statistical learning, including whether the learning is long-term, and whether it can occur implicitly. We exposed participants to a stream of stimuli, then tested them immediately after, or 24 h after, exposure, with separate tests meant to measure implicit and. explicit knowledge. To measure implicit learning, we analyzed reaction times during a rapid serial visual presentation detection task; for explicit learning, we used a matching questionnaire. Subjects' reaction time performance indicated that they did implicitly learn the exposed sequences, and furthermore, this learning was unrelated to explicit learning. These learning effects were observed both immediately after exposure and after a 24-h delay. These experiments offer concrete evidence that statistical learning is long-term and that the learning involves implicit learning mechanisms. (C) 2009 Elsevier Ireland Ltd. All rights reserved.