The Experiments Of Action Implicit Cognition Of Visual Handicapped Group

Implicit memory has been the main focus in recent years in several areas such as sociology, behavioral psychology and developmental psychology. But there is little research in special education and sports that are full of implicit memory phenomenon, such as memory illusion, exposure effect, action slips and habit behaviors. If we do some research of implicit cognition in the area of physical education of disabled group, It would be conducive to the inclusive education, recovered sports of disabled people and the development of sports. The topic of this article is the implicit cognition of visually handicapped group.First part is a review on the research of action memory and the methodology, technology and the application of implicit memory and implicit learning. Based on these researches, we propose the idea of this research design.The second and third parts are experiments and they are the main parts of this article. The patterns of experiment design to exploring action implicit cognition of visually handicapped group are paralleled and going forward one by one. The second part is mainly concentrated on action implicit memory. That is the encoding style and the action memory, the encoding style and implicit action memory, anxiety and implicit action memory, action loading and implicit action memory, the effect of modality of action implicit memory. The third part is mainly concerned with action implicit learning that includes the nature of implicit learning, the effect of concert and the conflict phenomena. The results are as follows: (1) The way of taking information and processing style of information is changed because of the defect in visual sensation. The defect of sense organ and the compensate function are simultaneously exist in visually handicapped group. For example, the encoding of image and action sense of visually handicapped athletes is better than that of the normal. The encoding style has some influences on implicit/explicit action memory of visually handicapped athletes but has no influence on that of visually handicapped students. (2) The function of action implicit/explicit is independent. For example, theeffects of modality exist in implicit action memory, but not in explicit action memory. Anxiety and loading have greater influence on explicit action memory than on implicit action memory. (3) The effect of concerting between action implicit and explicit learning is very small. The learning efficient decreases in the process of interchanging between action implicit/explicit learning, especially from the action implicit learning to explicit learning. (4) The implicit knowledge and skill are not stable and can be shaped. Explicit learning can interfere with implicit learning when they conflict.The forth part is a general discussion involves experiment results, unsolved problems and the several aspects of future research.The specialties of this research are as follows: (1) It provides evidence for the research of sports psychology or cognitive sports psychology by dissociating three stages of action memory experiment research from the memory experiment research. (2) According to the physical nature of visually handicapped group, it is the first tune to using PDF and artificial grammar to investigate implicit cognition of the disabled group in the area of sports with the material which is designed by the experimenter.(3) It is the theoretical basis and methodological guide for the physical education, training and contest to investigate the conflict phenomenon between explicit/implicit learning in the area of physical education by using the converging experiment design.The suggestions: (1) Coaches and teachers may arrange their teaching program and intervening measure according to the cognitive nature of visually handicapped athletes and students. (2) When arrange the action loading, coaches must give an eye on action implicit/explicit memory. (3) It has high efficiency to use explicit learning paradigm when at the beginning of learning and use implicit learning paradigm when at...