A Study On Memory-recognition Implicit Instructions And Their Effects On Auditory Implicit Learning In Young Childre

While Reber first proposed the concept of implicit learning,he created the most classic restricted artificial grammar paradigm and has been used to this day.This research paradigm can be well compared with human grammatical rules and has natural advantages for the study of implicit learning.However,due to a series of reasons such as the complexity of its research methods and the abstraction of guidance,it can only take adults with mature understanding development as the research object,which is not suitable for the study of young children.If the research paradigm of artificial grammar only stays in the study of adults,it shows that the paradigm has limitations.As the group with the most development potential,it is very necessary to fully study the implicit learning ability of young children.This study is based on the improvement of the guidance language under the traditional artificial grammar paradigm,so that it not only has high reliability and validity for the study of implicit learning of adults,but also has the operability to study young children,so that children can well understand the meaning of the guidance language and cooperate with the experiment,so as to break through the original weakness of artificial grammar paradigm,which is difficult to study young children,It lowers the lower limit of the minimum age of subjects that can be studied.The instruction language in the classical artificial grammar paradigm is called memory-role instruction language.In the learning stage,the subjects were told that the learning material has rules and asked to judge whether the material conform to the rules.In contrast,we propose the memory-recognition instruction language,which still allow the subjects to memorize in the learning stage,and requires the subjects to make recognition choices in the testing stage.The first grade could not understand the meaning of “rules”,so they could not complete the experiment under the memory-rule instruction.While the memory-recognition instruction was less difficult to understand.In the test stage,subjects judged that they had memorized material with the same rules,indicating the they could implicitly acquire grammatical rules.Three experiments will be conducted to test the effectiveness of memory-recognition instructions.It is applied to the research and comparison of age difference in implicit learning.Experimental design:(1)experiment 1 aims to explore whether memory-rule guidance and memory-recognition guidance can replace each other.A 2×2 test room design was adopted.Considering that the memory-rule instruction is not suitable for young children,the subjects are all students over the age of 16.The first factor is age,which is divided into two levels: teenagers and adults.Junior one students and freshmen are used as subjects.The second factor is instruction,which is divided into two levels: memory-rule instruction and memory-recognition instruction.(2)Because memory-recognition instruction is based on recognition ability,recognition performance is easily affected by different ages and different material types.Experiment 2 used 2 × 2.Design of test room.The first factor is age,which is divided into first grade and junior school freshmen.The second factor is the type of memory,which is divided into two levels: random material memory and regular material memory.Experiment 2 aims to make the experimental environment for testing the age difference of recognition ability more pure without the interference of other additional variables,further support Experiment 1,and provide a baseline for the whole study,so as to make the research conclusion more supportive.At the same time,distinguishing memory materials is helpful to test whether the subjects have implicit learning under the memory recognition guidance.(3)Experiment 3 aims to explore whether there are differences in auditory implicit learning ability between first grade and junior school freshmen under the memory recognition guidance,so as to make up for the gap of crossage research under the artificial grammar paradigm.Single factor experimental design was adopted.The independent variable is age,which is divided into first grade and junior school freshmen.The dependent variable is the correct rate,hit rate and correct rejection rate of the subjects’ choice.Finally,the conclusions are drawn:(1)in Experiment 1,it is concluded that there is no significant difference between memory-rule guidance and memory-recognition guidance in the study of subjects at different ages,which shows that there is no significant difference between the test results of freshmen and junior school freshmen,indicating that memory recognition guidance can replace memory rule guidance for further research.(2)Experiment 2 shows that the grade effect is not significant,that is,there is no significant difference in recognition ability between first grade and junior school freshmen;The main effect of memory materials is significant,in which the hit rate of regular materials is significantly higher than that of random materials,and the correct rejection rate of regular materials is significantly lower than that of random materials.It shows that under the memory-recognition instruction,the subjects can also implicitly acquire grammar rules.(3)Experiment 3 shows that there is no significant difference in auditory implicit learning performance between first grade and junior school freshmen under the memory-recognition guidance paradigm.Experiment 3 supports the conclusion that "implicit learning does not change with age" in previous studies.In view of the above conclusions,this study believes that in future research,memoryrecognition guidance,as a new paradigm for the study of children’s implicit learning,can give better play to its academic value and reveal more rules of children’s implicit learning.And the auditory implicit learning ability,as children’s innate talent,should be given full attention from childhood education,making use of the advantages of auditory channel and grasping the critical period,so as to give full play to its important role in children’s learning and understanding the world.