1. Implicit and Explicit Learning, Knowledge and Instruction
1. Implicit and Explicit Learning, Knowledge and Instruction
复制标题
1. 内隐和外显的学习、知识和指导
DOI：
10.21832/9781847691767-003
复制
发表时间：
2009
影响因子：
4.2
通讯作者：
R. Ellis
中科院分区：
文献类型：
--
作者：
R. Ellis
(1)内隐学习的进行不需要集中注意力资源。作为N.埃利斯（2008年：125）说，“概括产生于在生产性图式语言生产中合作的记忆话语的阴谋”。因此，由此产生的知识是次符号的，反映了统计学的敏感性结构的学习材料。相比之下，外显学习通常涉及记住一系列连续的事实，因此对工作记忆的要求很高。因此，它是有意识地发生的，并产生了本质上是象征性的知识（即它以明确的形式表现出来）。(2)在内隐学习的情况下，学习者仍然没有意识到已经发生的学习，尽管这在他们做出的行为反应中很明显。因此，学习者不能用语言表达他们所学到的东西。在外显学习的情况下，学习者意识到他们已经学到了一些东西，并且可以用语言表达他们学到的东西。
(1) Implicit learning proceeds without making demands on central attentional resources. As N. Ellis (2008: 125) puts it, ‘generalizations arise from conspiracies of memorized utterances collaborating in productive schematic linguistic productions’. Thus, the resulting knowledge is subsymbolic, reflecting statistical sensitivity to the structure of the learned material. In contrast, explicit learning typically involves memorizing a series of successive facts and thus makes heavy demands on working memory. As a result, it takes place consciously and results in knowledge that is symbolic in nature (i.e. it is represented in explicit form). (2) In the case of implicit learning, learners remain unaware of the learning that has taken place, although it is evident in the behavioral responses they make. Thus, learners cannot verbalize what they have learned. In the case of explicit learning, learners are aware that they have learned something and can verbalize what they have learned.