内隐序列学习与注意的关系(3)
但是，正如我国学者郭秀艳所指出的那样，任何一个学习任务都可能包含了内隐学习和外显学习[29]。换句话说，在实际的内隐序列学习任务中，完全内隐或者外显的学习几乎是不存在的。因此，我们提出了“动态需求”假设，认为如果把被试在完成序列反应时任务中能够利用的注意资源看作是一个连续体，那么内隐序列学习就在注意资源需求较少的一端。尽管纯粹的内隐序列学习可能不需要注意资源参与，但是当存在外显序列学习成分时，内隐序列学习任务也会表现出对注意的需求性。具体而言，当序列学习任务较为复杂主要以内隐学习成分为主时，其对注意的需求较少抗第二任务干扰的能力较强；而当学习任务较为简单外显学习成分的比重较大时，其对注意的需求会变大抗第二任务干扰的能力也变弱。因而，内隐序列学习与外显序列学习任务对注意的需求，只存在“量”的区别而非“质”的差异。
“抑制表达”理论虽然区分了第二任务对序列学习本身和学习结果表达的影响，却忽视了内隐学习和外显学习成分的相互联系；而“双注意机制”理论和“干扰外显学习成分”理论尽管都强调序列学习任务可能包括两种学习成分参与，却未能明确指出内隐序列学习与注意资源的动态关系。因此，“动态需求”理论的提出在一定程度上整合了上述三种观点，不过，有关这一理论还有待于未来研究的进一步证实。
, http://www.100md.com
值得指出的是，由于注意现象本身非常复杂，人们在内隐序列学习的研究中对注意的含义也存在着不同的理解。例如，有的研究者把注意看作是学习时所需要的注意容量(即注意资源)，有的研究者则把注意看作是对序列中连续刺激间关系的注意(即注意的选择)[16]。这使得对有关内隐序列学习与注意关系的探讨变得更加复杂，也使得这一问题很难得出较为一致的研究结果。然而，我们相信，随着人们有关注意和意识研究的进展，以及新的研究方法和手段的使用，有关内隐序列学习与注意的关系将会变得越来越清晰。
参考文献
[1] Jiménez L, Méndez C, Cleeremans A. Comparing direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1996, 22(4): 948~969
, 百拇医药
[2] Pacton S, Perruchet P, Fayol M, Cleeremans A. Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: Gnenral, 2001, 130(3): 401~426
[3] Hoffman J, Sebald A, Stöcker C. Irrelevant response effects improve serial learning in serial reaction time tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2001, 27(2): 470~482
[4] Jiménez L. Intention, attention, and consciousness in probabilistic sequence learning. In: Jiménez L. Attention and implicit learning. Amsterdam: John Benjamins Publishing Company, 2003, 43~68
, 百拇医药
[5] Willingham D B, Wells L A, Farrell J M. Implicit motor sequence learning is represented in response locations. Memory & Cognition, 2000, 28: 366~375
[6] Cleeremans A, Jiménez L. Implicit sequence learning: The truth in the details. In: Stadler M A, Frensch P A. Handbook of implicit learning. Thousand Oaks, CA: Sage, 1998, 323~364
[7] Nissen M J, Bullermer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 1987, 19(1): 1~32
, 百拇医药
[8] Cleeremans A, Destrebecqz A, Boyer M. Implicit learning: News from the front. Trends in Cognitive Sciences, 1998, 2: 406~416
[9] Destrebecqz A, Peigneux P, Laureys S, Degueldre C, Fiore G D, Aerts J, Luxen A, Linden M V, Cleeremans A, Maquet P. The neural correlates of implicit and explicit sequence learning: Interacting networks revealed by the process dissociation procedure. Learning and Memory, 2005, 12: 480~490
[10] Shanks D R. Attention and awareness in implicit sequence learning. In: Jiménez L. Attention and implicit learning. Amsterdam: Benjamins, 2003, 11~42
, 百拇医药
[11] Jiménez L, Vázquez1 G A. Sequence learning under dual-task conditions: Alternatives to a resource-based account. Psychological Research, 2005, 69(5-6): 352~368
[12] Shanks D R, Rowland L A, Ranger M S. Attentional load and implicit sequence learning. Psychological Research, 2005, 69(5-6): 369~382
[13] Cohen A, Ivry R I, Keele S W. Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1990, 16(1): 17~30
[ 上 页 ] [ 下 页 ], 百拇医药(付秋芳 傅小兰)
“抑制表达”理论虽然区分了第二任务对序列学习本身和学习结果表达的影响，却忽视了内隐学习和外显学习成分的相互联系；而“双注意机制”理论和“干扰外显学习成分”理论尽管都强调序列学习任务可能包括两种学习成分参与，却未能明确指出内隐序列学习与注意资源的动态关系。因此，“动态需求”理论的提出在一定程度上整合了上述三种观点，不过，有关这一理论还有待于未来研究的进一步证实。
, http://www.100md.com
值得指出的是，由于注意现象本身非常复杂，人们在内隐序列学习的研究中对注意的含义也存在着不同的理解。例如，有的研究者把注意看作是学习时所需要的注意容量(即注意资源)，有的研究者则把注意看作是对序列中连续刺激间关系的注意(即注意的选择)[16]。这使得对有关内隐序列学习与注意关系的探讨变得更加复杂，也使得这一问题很难得出较为一致的研究结果。然而，我们相信，随着人们有关注意和意识研究的进展，以及新的研究方法和手段的使用，有关内隐序列学习与注意的关系将会变得越来越清晰。
参考文献
[1] Jiménez L, Méndez C, Cleeremans A. Comparing direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1996, 22(4): 948~969
, 百拇医药
[2] Pacton S, Perruchet P, Fayol M, Cleeremans A. Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: Gnenral, 2001, 130(3): 401~426
[3] Hoffman J, Sebald A, Stöcker C. Irrelevant response effects improve serial learning in serial reaction time tasks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 2001, 27(2): 470~482
[4] Jiménez L. Intention, attention, and consciousness in probabilistic sequence learning. In: Jiménez L. Attention and implicit learning. Amsterdam: John Benjamins Publishing Company, 2003, 43~68
, 百拇医药
[5] Willingham D B, Wells L A, Farrell J M. Implicit motor sequence learning is represented in response locations. Memory & Cognition, 2000, 28: 366~375
[6] Cleeremans A, Jiménez L. Implicit sequence learning: The truth in the details. In: Stadler M A, Frensch P A. Handbook of implicit learning. Thousand Oaks, CA: Sage, 1998, 323~364
[7] Nissen M J, Bullermer P. Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 1987, 19(1): 1~32
, 百拇医药
[8] Cleeremans A, Destrebecqz A, Boyer M. Implicit learning: News from the front. Trends in Cognitive Sciences, 1998, 2: 406~416
[9] Destrebecqz A, Peigneux P, Laureys S, Degueldre C, Fiore G D, Aerts J, Luxen A, Linden M V, Cleeremans A, Maquet P. The neural correlates of implicit and explicit sequence learning: Interacting networks revealed by the process dissociation procedure. Learning and Memory, 2005, 12: 480~490
[10] Shanks D R. Attention and awareness in implicit sequence learning. In: Jiménez L. Attention and implicit learning. Amsterdam: Benjamins, 2003, 11~42
, 百拇医药
[11] Jiménez L, Vázquez1 G A. Sequence learning under dual-task conditions: Alternatives to a resource-based account. Psychological Research, 2005, 69(5-6): 352~368
[12] Shanks D R, Rowland L A, Ranger M S. Attentional load and implicit sequence learning. Psychological Research, 2005, 69(5-6): 369~382
[13] Cohen A, Ivry R I, Keele S W. Attention and structure in sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1990, 16(1): 17~30
[ 上 页 ] [ 下 页 ], 百拇医药(付秋芳 傅小兰)