Comparing direct and indirect measures of sequence learning
Comparing direct and indirect measures of sequence learning
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DOI：
10.1037/0278-7393.22.4.948
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发表时间：
1996-07-01
影响因子：
2.6
通讯作者：
Cleeremans, A
中科院分区：
文献类型：
--
作者：
Jimenez, L;Mendez, C;Cleeremans, A
比较类似的直接和间接测量的敏感度是为无意识学习提供证据的最佳途径。作者将这一由E.M.Reingold和P.M.Merikle(1988)首次提出的方法应用于选择反应时任务，其中材料是在有限状态语法的基础上以概率方式生成的(A.Cleeremans，1993)。数据表明，参与者可以通过选择反应时任务的训练来了解刺激材料的结构，但程度有限--A.Cleeremans和J.L.McClelland(1991)的简单递归网络模型很好地预测了这一结果。参与者还可以使用这些知识中的一部分来执行后续的任务。然而，由生成任务评估的对知识控制的详细部分相关分析表明，序列学习的巨大影响完全通过反应时间来表达。这一结果表明，这种学习至少有一部分不能被描述为有意识的。
Comparing the sensitivity of similar direct and indirect measures is proposed as the best way to provide evidence for unconscious learning. The authors apply this approach, first proposed by E. M. Reingold and P. M. Merikle (1988), to a choice reaction-time task in which the material is generated probabilistically on the basis of a finite-state grammar (A. Cleeremans, 1993). The data show that participants can learn about the structure of the stimulus material over training with the choice reaction-time task, but only to a limited extent-a result that is well predicted by the simple recurrent network model of A. Cleeremans and J. L. McClelland (1991). Participants can also use some of this knowledge to perform a subsequent generation task. However, detailed partial correlational analyses that control for knowledge as assessed by the generation task show that large effects of sequence learning are exclusively expressed through reaction time. This result suggests that at least some of this learning cannot be characterized as conscious.