Experimental Research On Implicit Learning And Explicit Learning

Since American psychologist A.S.Reber proposed the concept of implicit learning, researchers have explored the differences and connections between implicit learning and explicit learning from multiple perspectives. One significant object of these studies is to explore the factors of implicit learning and explicit learning, as well as how they work. These studies not only establish a platform to explore the relative independence between implicit and explicit learning, but also provide materials for further analysis of the relationship between them. On the basis of previous researches, this study aimed at further analyzing the differences and connection between implicit and explicit learning. We mainly used the number reduction task and color reduction task that proposed by Haider to continue to explore the impact of factors such as the speed-accuracy trade-off and experiment material(including the character, difficulty and internal prominence of the experiment material)on implicit and explicit learning. Result are as followings:1、In the first experiment, compared to the group of low level internal prominence, the effects of implicit learning was significant in high level group. This result indicated that internal prominence of the experiment material has impact on implicit learning.2、In the second experiment we found:(1) The implicit learning performance of subject in speed instruction group was better than accuracy instruction group, which indicated under the pressure of accuracy instruction, subject not only sacrificed speed for accuracy, but also undermine the effect of implicit learning.(2) There was strong interaction between instruction and internal prominence of experiment material. For the condition of low level internal prominence, the implicit learning performance of subject in speed instruction group was better than accuracy instruction group. But for the condition of high level internal prominence, there was no significant difference in implicit learning performance between different instruction groups. In other words, only when the experiment material has high level internal prominence, the speed instruction can promote subject’s implicit learning. 3、In the third experiment we found that compared to speed instruction, the accuracy instruction could promote subject’s explicit learning.4、Combining results of the second and the third experiment, we concluded that complex experiment material was in favor of implicit learning, while simple experiment material was more conducive to the occurrence of explicit learning...