Implicit learning differences: A question of developmental level?
Implicit learning differences: A question of developmental level?
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DOI：
10.1037/0278-7393.26.1.246
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发表时间：
2000-01-01
影响因子：
2.6
通讯作者：
Bennett, S
中科院分区：
文献类型：
--
作者：
Fletcher, J;Maybery, MT;Bennett, S
A. S. Reber（1992）提出的内隐学习系统应该表现出智力水平（IQ）的不变性的命题通过比较20名智力残疾儿童（平均智力年龄[MA] =约5.8岁）和20名智力超常儿童（平均MA =约1.5岁）来检验。=约12.4岁），具有相似的实足年龄（CA;约9.5岁）。内隐学习的评估使用的任务涉及2个偶然线索的协变。外显学习使用类似的逻辑结构的任务进行评估。与智商不变性命题相反，内隐学习和外显学习随智力水平而变化。第二个目的是区分CA，IQ和MA在内隐学习中的贡献。这是通过将本研究中的儿童样本与来自M. Maybery，M. Taylor和A. O'Brien-Malone（1995）.分析表明，MA在内隐学习中起着关键作用。
A. S. Reber's (1992) proposition that the implicit learning system should demonstrate invariance of intellectual level (IQ) was examined by comparing 20 children with intellectual disability (mean mental age [MA] = approximately 5.8 years) with 20 intellectually gifted children (mean MA. = approximately 12.4 years) of similar chronological age (CA; approximately 9.5 years). Implicit learning was assessed using a task involving covariation of 2 incidental cues. Explicit learning was assessed using a task of similar logical structure. Contrary to the Iq-invariance proposition, implicit learning as well as explicit learning varied with intellectual level. A secondary aim was to distinguish the contributions of CA, IQ, and MA to implicit learning. This was done by combining the samples of children in the present study with 2 samples of younger and older children of average ability from a study by M. Maybery, M. Taylor, and A. O'Brien-Malone (1995). Analyses showed that MA is critical to implicit learning.