Implicit Learning in Special Populations

这项研究旨在提高我们对 人类思想中隐含的、无意识的方面。 众所周知的是 人们在学习的时候并没有意识到自己已经学到了什么 他们 这方面最引人注目的例子是 我们小时候学过的语言，以及复杂的社会关系， 我们社会的文化习俗。 近年来，认知心理学家逐渐认识到， 关于这个过程以及它与 有意识的，明确的学习，发生在充分的光 意识。 该项目的研究旨在 探索这项工作的几个新的扩展，特别是如何 内隐学习出现在特殊人群中， 不同于有意识的学习。 具体来说，研究将考察这些因素在多大程度上 无意识的过程继续在轻度 抑郁症和/或焦虑症，已知 干扰有意识的学习过程。 该项目将 还探讨了幼儿展示 内隐学习的能力，并期望他们 将完全有能力学习高度复杂的系统， 只要他们不是有意识地去学习。 额外 这项研究将探讨的一个重要问题是， 这些内隐过程随着年龄的增长而变化， 已知的。 为此，该研究将对来自 年龄从4岁到12岁 最后，该项目将探讨 内隐学习、有意识学习和 智力，通过标准智商测试来衡量。 这项研究对一些重要问题有影响， 认知心理学，尤其是 内隐学习和各种复杂的人类技能， 经常显示，但大部分都在意识之外。 关键的例子是直觉判断的发展， 获得复杂的技能，如在 医疗诊断，发展高水平的技能， 国际象棋等复杂游戏，以及适应文化的能力， 和组织设置。

This research is designed to improve our understanding of the implicit, unconscious aspects of human thought. It is well known that people learn things without being aware of having learned them. The most compelling examples of this are the natural language we each learned as a child and the complex social- cultural mores of our society. In recent years cognitive psychologists have come to understand a good deal about this process and how it differs from the conscious, explicit learning that takes place in the full light of awareness. The research in this project is designed to explore several novel extensions of this work, particularly how implicit learning emerges in special populations and how it differs from conscious learning. Specifically, the research will examine the degree to which these unconscious processes continue to operate in persons with mild depression and/or anxiety, conditions which are known to interfere with conscious learning processes. The project will also explore the manner in which young children display the capacity for implicit learning, with the expectation that they will be fully capable of learning about highly complex systems so long as they are not consciously trying to learn. An additional important question the research will examine is whether or not these implicit processes change with age as conscious learning is known to. To this end the research will examine children from ages four through twelve. Finally, the project will explore the relationships between implicit learning, conscious learning, and intelligence, as measured by standard IQ tests. The research has implications for a number of important issues in cognitive psychology, particularly the relationship between implicit learning and various complex human skills which people routinely display but which lie largely outside of awareness. Key examples are the development of intuitive judgment, the acquisition of sophisticated skills such as those displayed in medical diagnosis, the development of high level skills in complex games like chess, and the capacity to adjust to cultural and organizational settings.