Experimental Study Of High School Students Implicit Memory Capacity And Explicit Memory Capacity

Implicit memory and autobiographical memory are both called the two focus problems in memory study field at present. The study about the dissociation of implicit memory from explicit memory has roughly gone through two stages: task dissociation phase and process dissociation phase. Neither norms of dissociation can thoroughly solve the problem about the "pollution" from explicit memory to implicit memory. The paper is drawn up using the priming process dissociation procedure of Jacoby in 1991. The author designed four kinds of experiments with word completion, picture completion, noun classification and picture classification, respectively representing perceptual priming of verbal symbol, perceptual priming of picture symbol, conceptual priming of verbal symbol and conceptual priming of picture symbol. The author has made comparatively careful and comprehensive analysis and inquisition of the law of implicit memory and explicit memory capability as well as the relation between them to middle school students. The results are as follows. (l)The research has been proved, as far as overall, implicit memory capability and explicit memory capability has the same change trend in the experiments of different type. Namely in one domain, if explicit memory capability is strong, implicit memory is also strong, vice versa. But as far as individual(such as correlation analysis) is concerned, in some experiments, such as word completion, picture completion and noun classification experiments, implicit memory capability and explicit memory capability assumes negative correlation; in other experiments, such as picture classification experiment, implicit memory capability and explicit memory capability assumes the low positive correlation. (2) Implicit memory capability corresponds with explicit memory capability and both of them increase along with the study content. (3)As far as theindividual experiment in concerned, implicit memory capability and explicit memory capability both exist a grade effect, and their grade effects indicate identical development trend. (4)Merge the four kinds of experiment and the total implicit memory capability can be get, it can be found that implicit memory capability does not exist age difference and horizontal effect development. This result is different from the individual experiment. (5) Implicit memory capability and explicit memory capability both have sexual difference, and their differences are distinct. In explicit memory capability, female sex is strong in conceptual priming of picture symbol. And in implicit memory, female sex is strong in perceptual priming and conceptual priming of picture symbol; but male sex is strong in conceptual priming of verbal symbol. According to the above research conclusion, the suggestion has been put forward by the author to the present education: while improving explicit memory capability of students objectively, designedly and step-by-step, we should also pay attention to cultivate and raise students' implicit memory capability.