The Effect Of Attention Resource On Implicit Sequence Learning

Implicit learning is a sense of participation without awareness. It is a process that the organism contacts with the environment, no purpose, automatic accessing to the structural relationship between events or objects. The implicit sequence learning is one of the main and mature research paradigms. Because the daily life is filled with all kinds of rules knowledge, mostly are got unconsciously and influence people's lives unconsciously. Therefore the process of the sequence knowledge acquisition becomes necessary.How to acquire the implicit sequence knowledge? Which factors affect? In recent years, the researchers have studied it from various aspects, such as the relationship between implicit sequence and the sequence structure, age, cognitive style and so on. These findings challenge to the anti-jamming of implicit sequence learning to some extent. Attention is one of the controversial hot spots among those relationships. Existing researches on attention and implicit sequence learning are inconsistent. The dual-task paradigm is the mostly used paradigm which can analyze the effect of attention on implicit sequence learning by adding sub-task.This study controlled the sequence itself and researched the attention resource on target by the around distraction. Then the research analyzed the sequences learning effect. This study was the study of foreign-depth and a new attempt on the relationship between implicit sequence learning and attention at home. Providing some guidance to the sequence learning in daily life was another meaning.This study used experimental methods and questionnaire, and a total of 122 undergraduate students participated in the study. Using spss13.0 to analysis the data, the results showed: (1) Implicit sequence learning did not be affected by the number of distraction. With the increasing number of distraction, the response time was gradually growing, but the amount of implicit learning did not decrease.(2) Implicit sequence learning was affected by the distraction which shared characteristics with the target. When the distraction shared more characteristics with the target, the reaction time gradually increased. When the distraction shared one characteristic with the target, the implicit learning was not affected; when the distraction shared two characteristics with the target, the attention on the target sequence learning was impaired, so the implicit learning did not occur.(3) Implicit sequence learning was affected by the deep process of distraction. With the depth process, the reaction time gradually increased. The processing of distraction occupied more attention, so the implicit sequence learning could not occur.