Attention learning and memory: the fluency of processing

为了能够注意、学习和记忆，我们必须拥有一套相关的认知技能，允许我们选择、编码和检索信息。这些首要技能由过程组成，有些更基本(在许多技能中发挥核心作用)，另一些则更专业。这些过程在各种条件下基于经验的流畅性决定了我们处理信息的能力。关于注意力、学习和记忆的研究在很大程度上依赖于干扰和促进，作为认知过程操作的基本线索。不相关的信息必须被忽视；如果不是，则导致干扰(减慢和错误)。根据先前的相关处理以及由此产生的相关信息的可用性，辅助当前处理；这被表示为促进。这项建议描述了一个持续的研究项目，其目标是理解流畅的信息处理。此外，拟议的注意力研究考察了我们在面对来自另一个维度的竞争信息时，将注意力限制在另一个维度的能力，这些信息是流利(自动)处理的。新的研究将扩展我在经典Stroop颜色词干扰任务上的长期工作。我相信，拟议的学习研究将在我的项目中开辟一个新的研究领域。在注意力和记忆之间架起一座桥梁。我们的重点将放在内隐学习上：在意识之下的学习。一项关于内隐甚至无人参与联想的学习和再学习的新工作将被重点介绍。他们发现，拟议的记忆研究突出了外显记忆和内隐记忆之间的对比：在有意识和无意识的情况下记忆。拟议中的实验包括关于“生产效应”的新工作：对学习中大声说出的信息进行改进的外显(但不是内隐)记忆。从长远来看，拟议的新研究和相应的理论发展将导致对潜在注意力的流畅处理的更好的整体理解。学习和记忆，以及实际技能的发展--例如改进的学习技术--以便在日常生活中优化它们。

To be able to attend, learn, and remember, we must possess a set of relevant cognitive skills that permit us to select, encode, and retrieve information.  These overarching skills are made up of processes, some more basic (playing central roles in many skills) and others more specialized.  The experience-based fluency of operation of these processes under a wide variety of conditions determines how well we process information.     Research on attention, learning, and memory relies heavily on interference and facilitation as fundamental clues to the operation of cognitive processes.  Irrelevant information must be ignored; if not, interference (slowing and errors) results.  Previous relevant processing, and the resulting availability of related information, assists current processing; this is expressed as facilitation.  This proposal describes a continuing program of research having as its goal the understanding of fluent information processing.     The proposed attention research examines our ability to restrict attention to one dimension in the face of competing information from another dimension that is fluently (automatically) processed.  New studies will expand on my longstanding work on the classic Stroop colour-word interference task.     The proposed learning research will open a new domain of research in my program, bridging attention and memory.  The focus will be on implicit learning:  learning beneath awareness.  New work on the learning and relearning of implicit and even unattended associations will be featured.     The proposed memory research features the contrast between explicit memory and implicit memory:  remembering with vs without awareness.  Proposed experiments include new work on "the production effect":  improved explicit (but not implicit) memory for information spoken aloud during study.     In the longer term, the proposed new research and the corresponding theoretical developments will lead to a better overall understanding of the fluent processing underlying attention, learning, and memory, and to the development of practical skills -- such as improved study techniques -- for their optimization in everyday life.