Can sequence learning be implicit? New evidence with the process dissociation procedure
Can sequence learning be implicit? New evidence with the process dissociation procedure
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DOI：
10.3758/bf03196171
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发表时间：
2001-06-01
影响因子：
3.5
通讯作者：
Cleeremans, A
中科院分区：
文献类型：
--
作者：
Destrebecqz, A;Cleeremans, A
我们能在没有觉知的情况下学习吗？虽然这个问题已经通过内隐学习的研究进行了广泛的探讨，目前还没有达成一致的程度上的知识可以获得和投射到性能在无意识的方式。与围绕内隐记忆的争论一样，这场争论似乎至少在一定程度上归因于人们毫无疑问地接受了一个不切实际的假设，即任务是纯过程的，也就是说，一项给定的任务只涉及内隐知识或外显知识。诸如加工分离程序（PDP，Alberby，1991）的方法已经被开发出来，以克服加工纯粹性假设的概念局限性，但很少被用于内隐学习研究。在本文中，我们展示了如何PDP可以应用到一个自由生成任务，以解开外显和内隐序列学习。我们的研究结果表明，被拒绝准备下一个刺激的受试者，尽管仍然无法（1）在识别任务中投射这些知识，（2）在被特别指示这样做时，避免表达他们的知识，但仍然通过他们的反应时间表现出对序列的知识。这些发现为序列学习可能是无意识的提供了强有力的证据。
Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, Like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure-that is, that a given task exclusively involves either implicit or explicit knowledge. Methods such as the process dissociation procedure (PDP, Jacoby, 1991) have been developed to overcome the conceptual limitations of the process purity assumption but have seldom been used in the context of implicit learning research. In this paper, we show how the PDP can be applied to a free generation task so as to disentangle explicit and implicit sequence learning. Our results indicate that subjects who are denied preparation to the next stimulus nevertheless exhibit knowledge of the sequence through their reaction time performance despite remaining unable (1) to project this knowledge in a recognition task and (2) to refrain from expressing their knowledge when specifically instructed to do so. These findings provide strong evidence that sequence learning can be unconscious.