|本期目录/Table of Contents|

[1]杨海波.内隐序列学习中意识性的客观测量方法综述[J].宁波大学学报(教育科学版),2017,39(4):1-005.
 YANG Hai-bo.YANG Hai-bo[J].JORNAL OF NINGBO,2017,39(4):1-005.
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内隐序列学习中意识性的客观测量方法综述(PDF)
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第39卷
期数:
2017年4期
页码:
1-005
栏目:
教育心理学
出版日期:
2017-07-15

文章信息/Info

Title:
YANG Hai-bo
文章编号:
10080627(2017)04-0001-05
作者:
杨海波
(闽南师范大学 教育科学学院,福建 漳州 363000)
Author(s):
YANG Hai-bo
(School of Education Science, Minnan Normal University, Zhangzhou 363000, China)
关键词:
内隐学习任务分离范式加工分离范式习得知识
Keywords:
implicit learning task dissociation procedure process dissociation procedure acquisition of knowledge
分类号:
-
DOI:
-
文献标志码:
A
摘要:
内隐序列学习中究竟习得了什么知识,一直是本领域的争论核心。以任务分离范式为实验逻辑,而提出的内隐学习系统和外显学习系统的观点曾经占据主导地位。然而随着研究的深入,该实验逻辑遭遇到操作定义的科学性问题和测验的纯净性问题,于是加工分离范式逐渐进入研究者的视野,单一学习系统似乎又出现回归,并可能促进内隐序列学习的生理机制的探讨。
Abstract:
What is acquired in implicit sequence learning is a core subject of concern. This paper reviewed the measurements of consciousness in the implicit sequence learning. Early researchers insisted that the task-dissociated experimental paradigm considered co-existence of implicit learning system and explicit learning system. Further research, however, found the problems with the scientific definition and pure test in the experimental logic, thus extending the studies to the process-dissociated paradigm, a single learning system and the biological mechanism of implicit sequence leaning.

参考文献/References:

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备注/Memo

备注/Memo:
基金项目:福建省教育科学“十二五”规划2014年度课题“片段再认任务在内隐序列学习研究中的有效性检验”(FJJKCG14-084)收稿日期:2016-11-10
作者简介:杨海波(1978-),男,福建漳浦人,副教授/博士,主要
更新日期/Last Update: 2017-07-13