An examination of the effects of adult age on explicit and implicit learning of figural sequences
An examination of the effects of adult age on explicit and implicit learning of figural sequences
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DOI：
10.3758/bf03198541
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发表时间：
1999-09-01
影响因子：
2.4
通讯作者：
Hoyer, WJ
中科院分区：
文献类型：
--
作者：
D'Eredita, MA;Hoyer, WJ
在显式和内隐教学条件下，研究了青年（17-23岁）对先前学习过的图形序列的记忆和图形序列内项目间的协变；中年人（35-45岁）；老年人（55-65岁）。在实验的第一阶段，即习得阶段，每个年龄组中有一半的受试者学习了3到8个项目的序列，其中项目到项目的变化符合人工语法，而每个年龄组的另一半受试者学习了项目到项目的变化是非语法的字符串。在第二阶段，即内隐/外显测试阶段，受试者对他们在第一阶段学习的字符串的部分进行了强制选择判断。在明示或暗示的指示下。对第二阶段数据的分析显示，两种教学条件下的受试者在决定语法字符串时都使用了项对项的协变。然而，在显式条件下，先前学习过的协变的使用以及对先前学习过的字符串的正确判断的数量比在隐式条件下更多。在语法序列的明确识别上发现了与年龄相关的缺陷。
Memory for previously learned figural sequences and item-to-item covariations within figural sequences was examined under explicit and implicit instructional conditions in three age groups: young adults (17-23 years); middle-aged adults (35-45 years); and older adults (55-65 years). In Phase 1 of the experiment, the acquisition phase, half the subjects in each age group learned sequences of three to eight items in which the item-to-item changes conformed to an artificial grammar, and the other half of the subjects in each age group learned strings in which the item-to-item changes were nongrammatical In Phase 2, the implicit/explicit test phase, subjects made forced-choice judgments about parts of the strings that they learned in Phase 1, under either explicit or implicit instructions. Analyses of Phase 2 data revealed that subjects in both instructional conditions used item-to-item covariations in making decisions about grammatical strings. However, use of previously learned covariations as well as the number of correct judgments about previously learned strings was greater in the explicit condition than in the implicit condition. An age-related deficit was found for explicit recognition of grammar-following sequences.