| Current thesis adopted multi-dimension serial paradigm to examine role of non-attention information in implicit serial learning. From serial construction itself, attention existence in implicit learning is investigated by manipulating co-occurence of target stimulating and non-attention information. Based on this design, non-attention information testing epoch is conducted individually to analyze non-attention information in implicit learning.Experiment contents are as following:Experiment 1: dual dimension is adopted and target stimulate is presented randomly in letter(e.g., ZXNM). Participants are asked to respond to letter without mentioning that letters and colors(e.g., red, yellow, blue and green) are presented in four places according to some rules. Experimental results indicates two group of participants learned implicitly of stimulate presenting location and color changing, but learning of two dimensions are not significantly different.Experiment 2: three dimension serial are adopted, and target stimulates include randomly presenting letters(e.g., ZXNM) and participants are asked to respond to letters. Location and color of dimension are added with letters and combines into a same rule as non-attention information. Experimental results show that, participants learned implicitly. Also, color and location, as different attributes are processed indifferently between participants in learning amount.Experiment 3: Similar with experiment 2, experiment 3 only changes rules of presenting of location and color as non-attention information. Namely, location and color are not showing up in corresponding way and a dissimilar inner rule of non-attention information is added. Experimental results illuminates that participants learned implicitly of non-attention information and different attributes are processed accordingly and participants are different in learning amount in attributes(e.g., color and location).Results show that when target stimulate is randomly presented and corresponding fashion is unrelated with rules of non-attention information, participants learned non-attention information implicitly. And as for non-attention information in sequence, no matter what attributes are, participants also learned the information implicitly, which indicates implicit learning can emerge automatically and attention is not always necessary for implicit learning because individuals can process non-attention information in sequences implicitly to some extent. |
