Visual Masking Experimental Research On The Young Children's Implicit Memory

It is increasingly becoming a hot area of research that the characteristics of children's implicit learning and implicit memory. Previous, the main paradigms on implicit memory studies include the task dissociation procedure and the process dissociation procedure, testing the occurrence of implicit memory mechanism. But also many doubts and theoretical inadequacies exposed. However, previous studies in this study summed up the experience and vacancies, based on the characteristics of different learning materials, such as the three-dimensional geometric shapes and figures, Chinese characters, English words , considering factors of the children's age, as well as, combining the task dissociation procedure and visual masking paradigm, for the cross-cutting research in the same stages of children's development of implicit memory characteristics.In view of dispute in previous studies about men and women around the hemisphere of space capacity and cognitive style differences, through the exploration of elementary school children between implicit memory differences of gender; elementary school children to fill in the theoretic vacancy of geometry implicit memory and explicit memory systems.Participants from the children in elementary school grade three, are divided into four implicit groups, a control group and an explicit group. use the experimental procedure that is made by a professional computer software of psychological to test in the laboratory. The learning phase of the experiment show the stimulus through the visual masking, at the same time, control the time of masking and add the task of attention distraction on masking stimuli; The test phase use the restoring tests of graphics, then analysis results points of the restoring tests to study the occurrence and change mechanism of implicit memory and explicit memory. The results showed:(1)masked three-dimensional geometric image can be perceived in unconscious processes, lead to children's implicit memory; (2)implicit memory and implicit learning, is a very complex cognitive processes, and the change of implicit course can not be reflected in this experiment; (3)there are gender differences in children's implicit memory and explicit memory of three-dimensional geometry, and boys are better than girls on the performance of implicit memory and explicit memory .