IMPLICIT LEARNING IN THE CROWD
IMPLICIT LEARNING IN THE CROWD
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DOI：
10.1017/s027226311700002x
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发表时间：
2017-04
影响因子：
4.1
通讯作者：
E. Kerz;Daniel Wiechmann;Florian B. Riedel
中科院分区：
文献类型：
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作者：
E. Kerz;Daniel Wiechmann;Florian B. Riedel
摘要意识在二语习得中的作用是一个越来越多的研究领域，它采用半人工语言范式来研究意识在二语习得中的作用。在这一领域，一个中心的和经验上尚未解决的问题涉及内隐学习的可能性，也就是说，没有学习的意图，也没有意识到已经学到了什么。到目前为止，内隐学习的研究主要是在实验室环境下进行的，在高度控制的条件下，大学生作为参与者。本研究调查是否以及在何种程度上获得的结果，在这样的设置可以外推到一般人群。在威廉姆斯（2005）的基础上，我们设计了两个众包实验，考察了163名参与者在偶然条件下对新颖形式-意义映射的学习。我们的设计使我们能够在注意和理解的层面上解开意识的影响。这两个实验的结果表明，实验室外的内隐学习效果在一个更多样化的样本的参与者，并表明，在这两个层次的意识似乎有一个促进学习成果的影响。
Abstract A growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now, studies on implicit learning have mainly been conducted in laboratory settings under highly controlled conditions with university students as participants. The present study investigated whether and to what extent the results obtained in such settings can be extrapolated to the general population. Building on Williams (2005), we designed two crowdsourcing experiments that examined the learning of novel form-meaning mappings under incidental conditions in 163 participants. Our design allowed us to disentangle the effects of awareness at the level of noticing and understanding. The results of the two experiments demonstrated the implicit learning effect outside the lab in a more varied sample of participants and indicated that awareness at both levels appears to have a facilitative effect on learning outcomes.