不同认知风格11岁儿童内隐序列学习的差异

心理发展与教育 ›› 2006, Vol. 22 ›› Issue (1): 39-42.

不同认知风格11岁儿童内隐序列学习的差异

吴国来^1,2, 沃建中¹, 白学军², 沈德立²

1. 北京师范大学发展心理研究所, 北京, 100875;
2. 天津师范大学心理与行为研究中心, 天津, 300074

出版日期:2006-01-15 发布日期:2006-01-15
作者简介:吴国来,男,天津师范大学心理与行为研究中心副教授,北京师范大学心理学院博士后;E-mail:wuguolai@126.com.

The Difference of Implicit Sequence Learning in 11-year-old Children Between Cognitive Styles

WU Guo-lai^1,2, WO Jian-zhong¹, BAI Xue-jun², SHEN De-li²

1. Institute of Developmental Psychology, Beijing Normal Universities, Beijing 100875;
2. Institute of Psychology and behaviors study, Tianjin Normal University 300074

Online:2006-01-15 Published:2006-01-15

摘要/Abstract

摘要： 首先对143名11岁儿童进行认知风格测验,从中选取反省型和冲动型认知风格儿童各30名,采用序列学习研究范式,对其内隐学习进行了实验研究,结果表明:(1)虽然冲动型儿童序列学习的反应时显著低于反省型儿童,但采用“比例测量法”的方差分析两组被试无显著差异。(2)采用“对立法”对包含和排除的生成成绩进行方差分析,无论反省型儿童还是冲动型儿童,其包含和排除成绩均没有显著差异,而且成绩均在几率水平以下。说明两种认知风格儿童的序列学习没有差异,且都具有内隐性。

关键词: 内隐序列学习, 儿童, 认知风格

Abstract: This study examined the cognitive styles of 143 11-year-old children,30 children of impulsive style and the same number of children of reflective style from them were used as final subjects.Their implicit learning is examined by the sequence learning research paradigm.The findings show that:(1)The RT of impulsive style children is lower than that of reflective style children,but they have no significant difference with a proportional measure of magnitude.(2)In the generation task,the performance of all cognitive style children is equal in the inclusion and exclusion conditions,and their performance is lower than random rate level.This means that two cognitive styles children have no significant difference,and their sequence learning is mainly implicit.

Key words: implicit sequence learning, children, the cognitive styles

中图分类号:

B844.1

吴国来, 沃建中, 白学军, 沈德立. 不同认知风格11岁儿童内隐序列学习的差异[J]. 心理发展与教育, 2006, 22(1): 39-42.

WU Guo-lai, WO Jian-zhong, BAI Xue-jun, SHEN De-li. The Difference of Implicit Sequence Learning in 11-year-old Children Between Cognitive Styles[J]. Psychological Development and Education, 2006, 22(1): 39-42.

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