Implicit Sequence Learning Research Of Emotional Stimuli And Semantic Stimuli

In the past researches on implicit learning, the stimulus always has no meaning orattached emotion, e.g. Reber artificial grammar learning, with an aim to test learning effect ofparticipants directly. However, the study on pure meaningless materials is rare in real life, andmost of the materials have significance of emotion and semantic meanings. So far, only fewpeople have carried out researches on effect of affective priming and foreign languagevocabulary on implicit learning, and the conclusion is still subject to some controversy.This research attempts to explore the influence of emotional significance and semanticmeaning on implicit learning effect. Regarding emotional pictures and idiom as stimuli,adopting serial reaction time normal form of implicit learning, the stimulus materials could beimplemented by gsrt software. Experiment I employs several emotional pictures as stimuli,and randomly tests their effect on sequence learning, which avoids emotional adjustments atthe same time; Experiment II employs individual word of idiom as stimuli; Experiment IIIemploys idiom as stimuli, and tests the changes of participants’ reaction time respectivelywhen stimuli is semanteme stimuli. Experiment IV compares the results of Experiment II andIII, and reveals difference of effect on sequence learning reaction time of different semanticstimulus intensities.Results showed that different valenced emotional pictures have no significant differenceon average value of implicit learning reaction time, but have significant difference on implicitlearning load. Different valenced individual words of idiom have no significant difference onaverage value of implicit learning reaction time and implicit learning load. Different valencedidioms have no significant difference on average value of implicit learning reaction time, buthave significant difference on implicit learning load. Idiom and its individual word have nosignificant difference on average reaction time of implicit sequence learning. Positive idiomand its individual word have no significant difference on learning load of implicit sequencelearning, while negative idiom and its individual word have significant difference on learningload of implicit sequence learning. The above conclusions proved that under awareness conscious state, the average reaction time of implicit learning would not be affected byemotion and semantic meaning; however, implicit learning load would be affected by emotionand semantic meaning.