The Effect Of Material Type And Attention Resource On Tacit Knowledge Representation

Implicit learning has been the focus of psychological research, the papertake advantage of implicit learning paradigm to research the representations oftacit knowledge，focusing on different types of materials and attention resource’simpact for the representations of tacit knowledge. This paper was trying todiscover whether different experimental procedures could impact therepresentations of tacit knowledge.Experiment1used alphabetic strings and figures experiment materials totest40postgraduate students under artificial grammar The test materialswereusame form and same rules，’ and "different form but same rules". Theexperiment results showed that different types of materials could impact theparticipants’ representations of tacit knowledge. Participants’ implicit learninghave significant difference in alphabetic strings materials and figures materials.That indicated that different representations of tacit knowledge was concernedwith the types of materials.Experiment2used inserting the interference of auditory stimuli and visualstimuli in study period to test20postgraduate students under artificial grammar.The test materials were "same form and same rules，，and "different form but samerules”. The experiment results showed that: When different types of attentionresources were inserted，the participants’ representations of tacit knowledge have no signiifcant difference and the two’ groups results supported the distributiveexemplar-based view. When the experiment procedures were changed, comparingwith the ifrst experiment, the participants1representations of tacit knowledgechanged too. In other words, different experiment procedures had an significantlyeffect on the representations of tacit knowledge.This study verified that different experimental procedures could lead todifferent representations of tacit knowledge from material type and attentionresource. And participants could adopt both abstract concept and distributiveexemplar-based view to represent tacit knowledge.