Implicit and explicit modes of learning: similarities and differences from a developmental perspective
Implicit and explicit modes of learning: similarities and differences from a developmental perspective
复制标题
内隐和外显学习模式：从发展角度看的异同
DOI：
10.1515/ling.2009.010
复制
发表时间：
2009
影响因子：
8.2
通讯作者：
S. Weinert
中科院分区：
文献类型：
--
作者：
S. Weinert
摘要本文报道了一系列旨在测试儿童和成人类别和规则的内隐和外显学习之间的异同的研究。本文首先简要介绍了内隐、无意识和自动学习过程与外显假设检验和问题解决的区别。虽然外显学习过程已经被证明发展得相当晚，但学龄前儿童在隐式诱导复杂结构输入的正式形态音位学和句法结构时，表现出与成年人一样的能力。这是通过在内隐学习环境中使用微型语言来经验性地证明的。此外，这些研究表明，无论是外显学习还是内隐学习，都高度依赖于输入结构。具体来说，当且仅当输入包含与词类别和规则协变的结构额外线索时，儿童和成人才能成功学习更复杂的形态音素规则和正式词类别。此外，这一结果被扩展到学习的视觉概念的类别和规则。当比较外显和内隐学习模式时，内隐学习而不是外显学习被证明是高度“模态特异性”的，即，相关的语音线索（而非视觉-概念线索）促进了形态语音规则和范畴的内隐学习，而视觉-概念线索促进了视觉-概念范畴和规则的内隐学习。与内隐学习相反，外显学习相对更关注视觉-概念线索和记忆。微型语言研究的结果进行了讨论，并涉及到自然的认知概念的发展之间的双向互动，一方面，词汇和形式语言的发展。
Abstract The article reports on a series of studies designed to test for similarities and differences between the implicit and explicit learning of categories and rules in children and adults. First, the distinction between implicit, nonconscious and automatic learning processes on the one hand, and explicit hypotheses testing and problem solving on the other hand is briefly introduced. While explicit learning processes have been shown to develop rather late, preschool children appear as capable as adults when implicitly inducing the formal morphophonological and syntactic regularities of complexly structured input. This is empirically shown by using miniature languages within an implicit learning context. Over and above these studies show that not only explicit but also implicit learning is highly dependent on input structure. Specifically, children and adults succeeded in learning more complex morphophonological regularities and formal word categories if and only if the input contained additional cues to structure that covaried with word categories and rules. In addition, this result is extended to the learning of visual-conceptual categories and rules. When explicit and implicit modes of learning were compared, implicit, but not explicit learning turned out to be highly “modality specific”, i.e., correlated phonological cues (but not visual-conceptual ones) facilitated the implicit learning of morphophonological rules and categories, while visual-conceptual cues promoted the learning of visual-conceptual categories and rules. Contrary to implicit learning, explicit learning is comparatively more focused on visual-conceptual cues and regularities. The results of the miniature language studies are discussed and related to natural bidirectional interactions between cognitive-conceptual development on the one hand, and lexical and formal-language development on the other.