Learning of a Serial Task by Different Age Groups
Learning of a Serial Task by Different Age Groups
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不同年龄段的串行任务学习
DOI：
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发表时间：
1951
期刊：
影响因子：
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通讯作者：
H. Kay
中科院分区：
文献类型：
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作者：
H. Kay
在一项针对20 ~ 70岁受试者的系列学习任务中，30岁时表现为速度下降，40岁时表现为准确性下降，50岁和60岁时表现为速度和准确性的明显下降。关于回忆和重组材料的实验证实，年长的受试者比年轻的受试者遗忘得更快，但他们的主要困难之一是无法在已经形成的心理序列中替换新的反应。年长的受试者并没有引入新的学习特征，而是强调正常的倾向，例如在相同的序列位置重复相同的错误。就受试者学习他们重复的错误而言，最终的学习涉及遗忘，通常可以观察到的现象是，以前学习的错误作为最近学习的正确反应的线索。在心理功能图式概念方面，系列学习困难与其说是形成了一个总体的“图式”，不如说是随后的修正。预先形成的习惯既影响学习过程，也影响学习结果，特别是在一个系列反应对另一个系列反应的约束和期望方面。
In a serial learning task given to subjects whose ages ranged from twenty to seventy, a decline in performance showed itself as a loss of speed in the thirties, a loss of accuracy in the forties, and a marked loss of both speed and accuracy in the fifties and sixties. Experiments on recall and reorganization of material verified that older subjects were forgetting more quickly than younger, but that one of their main difficulties was an inability to substitute new reponses in an already mentally formed sequence. Older subjects were not introducing new learning features but accentuating normal tendencies, such as the repetition of the same error at the same serial position. In so far as subjects learned their repeated errors, final learning involved unlearning, with the often observable phenomenon of the previously learned error serving as the cue for the more recently learned correct response. In terms of schematic concepts of mental functions, serial learning difficulty was not so much the formation of a general “scheme” but its subsequent amendment. Preformed habits influenced both the learning procedure and its results, particularly in the constraints and expectancies which the making of one serial response had upon another.