Conscious knowledge and changes in performance in sequence learning: evidence against dissociation.
Conscious knowledge and changes in performance in sequence learning: evidence against dissociation.
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DOI：
10.1037//0278-7393.18.4.785
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发表时间：
1992-07
期刊：
影响因子：
--
通讯作者：
P. Perruchet;M. Amorim
中科院分区：
文献类型：
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作者：
P. Perruchet;M. Amorim
在Nissen和Bullemer(1987)开发的系列反应时任务上，有两个实验考察了外显知识与运动成绩之间的关系。对序列成分的自由回忆和识别测试表明，经过大量的练习，获得了可靠的外显知识，而这些知识几乎不足以提高平均运动能力。此外，反应时间的改善仅限于SS回忆或识别的3次和4次试验序列成分的结束试验。这些结果在实验3中得到了重复，在实验3中，被试在Cohen，Ivry和Keele(1990)开发的任务中进行了注意力分散下的训练。总体而言，这些发现削弱了对以下普遍观点的最直接的实验支持：在顺序学习任务中，有意识的知识和表现利用正常SS中的两个独立的知识库。
Two experiments examined the relation between explicit knowledge and motor performance on the serial reaction time task developed by Nissen and Bullemer (1987). Tests of free recall and recognition of sequence components revealed that reliable explicit knowledge was acquired after an amount of practice that was hardly sufficient to improve mean motor performance. In addition, reaction time improvement was limited to the ending trials of the 3- and 4-trial sequence components that Ss recalled or recognized. These results were replicated in Experiment 3, in which Ss were trained under attentional distraction in the task developed by Cohen, Ivry, and Keele (1990). Overall, these findings undermine the most direct experimental support for the widespread view that conscious knowledge and performance in sequence-learning tasks tap 2 independent knowledge bases in normal Ss.