EFFECTS OF PRESENTATION RATE AND INDIVIDUAL-DIFFERENCES IN SHORT-TERM-MEMORY CAPACITY ON AN INDIRECT MEASURE OF SERIAL-LEARNING
EFFECTS OF PRESENTATION RATE AND INDIVIDUAL-DIFFERENCES IN SHORT-TERM-MEMORY CAPACITY ON AN INDIRECT MEASURE OF SERIAL-LEARNING
复制标题
DOI：
10.3758/bf03202765
复制
发表时间：
1994-01-01
影响因子：
2.4
通讯作者：
MINER, CS
中科院分区：
文献类型：
--
作者：
FRENSCH, PA;MINER, CS
在三个实验中，我们研究了内隐学习程度与短期记忆的两个方面的关系：(1)待学习信息的激活水平；(2)短期记忆容量的个体差异。在所有的实验中，我们使用了Nissen和Bullemer(1987)的系列反应时范式或其修正。通过实验操纵呈现速率来评估激活水平的影响。短期记忆容量的个体差异通过传统的广度测量进行评估。实验表明，在附带和有意任务指示以及单任务和双任务条件下，呈现速度都能可靠地影响间接学习测量(即反应时间)。只有在某些实验条件下，短期记忆广度才与学习的间接测量有可靠的联系。这些发现代表了内隐系列学习模型的重要限制，并在理解内隐学习和记忆的一般框架内进行了讨论。
In three experiments, we studied the relation between degree of implicit learning and two aspects of short-term memory: (1) the activation level of the to-be-learned information, and (2) individual differences in short-term memory capacity. In all the experiments, we used the Nissen and Bullemer (1987) serial reaction time paradigm or a modification thereof. The effects of activation level were assessed by experimentally manipulating the rate of presentation. Individual differences in short-term memory capacity were assessed via traditional span measures. The experiments demonstrated that the rate of presentation reliably affected an indirect measure of learning (i.e., response time) under both incidental and intentional task instructions and under both single-task and dual-task conditions. Short-term memory span was reliably related to the indirect measure of learning only in some experimental conditions. The findings represent important constraints for models of implicit serial learning and are discussed within a general framework for understanding implicit learning and memory.