心理科学
心理科學
심이과학
Psychological Science
2009年
5期
1255~1258
,共null页
内隐学习 外显学习 诗歌 平仄
內隱學習 外顯學習 詩歌 平庂
내은학습 외현학습 시가 평측
implicit learning, explicit learning, poetry, level and oblique tones
研究探讨诗歌平仄相对规则的内隐学习。考察了三种指导语（规则发现、记忆和欣赏）对小学生诗歌韵律学习的作用。学习材料为符合某一平仄相对规则的20对诗对，测试任务要求被试判断20对新的诗对是否符合学习阶段的规则。结果表明：1、记忆组和欣赏组被试的学习成绩显著高于随机水平，表明发生了学习；规则发现组被试的学习成绩和随机水平无显著差异，表明没有发生学习。2、记忆组被试的成绩和自信心评定的Gamma相关符合零相关标准，提示记忆指导语引发了内隐学习；欣赏组不符合零相关标准，提示欣赏指导语引发了一定的有意识学习。3、指导语主效应显著，记忆组和欣赏组的测试成绩及辨别力都显著高于规则发现组，记忆组和欣赏组无显著差异。
研究探討詩歌平庂相對規則的內隱學習。攷察瞭三種指導語（規則髮現、記憶和訢賞）對小學生詩歌韻律學習的作用。學習材料為符閤某一平庂相對規則的20對詩對，測試任務要求被試判斷20對新的詩對是否符閤學習階段的規則。結果錶明：1、記憶組和訢賞組被試的學習成績顯著高于隨機水平，錶明髮生瞭學習；規則髮現組被試的學習成績和隨機水平無顯著差異，錶明沒有髮生學習。2、記憶組被試的成績和自信心評定的Gamma相關符閤零相關標準，提示記憶指導語引髮瞭內隱學習；訢賞組不符閤零相關標準，提示訢賞指導語引髮瞭一定的有意識學習。3、指導語主效應顯著，記憶組和訢賞組的測試成績及辨彆力都顯著高于規則髮現組，記憶組和訢賞組無顯著差異。
연구탐토시가평측상대규칙적내은학습。고찰료삼충지도어（규칙발현、기억화흔상）대소학생시가운률학습적작용。학습재료위부합모일평측상대규칙적20대시대，측시임무요구피시판단20대신적시대시부부합학습계단적규칙。결과표명：1、기억조화흔상조피시적학습성적현저고우수궤수평，표명발생료학습；규칙발현조피시적학습성적화수궤수평무현저차이，표명몰유발생학습。2、기억조피시적성적화자신심평정적Gamma상관부합령상관표준，제시기억지도어인발료내은학습；흔상조불부합령상관표준，제시흔상지도어인발료일정적유의식학습。3、지도어주효응현저，기억조화흔상조적측시성적급변별력도현저고우규칙발현조，기억조화흔상조무현저차이。
The present study investigated the implicit learning of rules about poetry＇ s level and oblique tones for the effect of instructions （rule-discovering, memorizing and appreciating） on subjects＇ learning about the rhythmic patterns of poetry. The participants were exposed to a set of 20 pairs of verse which embodied the particular rules. In the subsequent test phase, the participants were asked to determine whether or not another 20 new pairs of verse obeying the rule embodied in the training material. The results showed that： 1. the learning performance of the memorizing and appreciating groups was found to be better than the random group. The performance of the rule-discovering group was not significantly different from that of the random group to which no leaning occurred. 2. The gamma correlation coefficient between classification performance and confidence rating in the memorizing group was not significantly different from zero, which indicated memorizing instruction produced implicit learning. However, the appreciating group did not match the zero-correlation criterion, which indicated at least partly explicit learning occurred in this condition. 3. The main effect of instruction was significant, and the performance and discrimination ability （d＇） of the memorizing and appreciating groups were better than those of the rule-discovering group, But there was no significant difference between the former two groups.
