重新描述、練習、異例對將內隱學習提升為外顯知識的效果

The Effects of Redescription, Practice and Anomaly on Emergence of Explicit Knowledge from Implicit Learning

洪裕權(Yu-Chuan Hung)

指導教授 ： 洪瑞雲

國立交通大學/管理學院/工業工程與管理系所/碩士(2018年)

摘要

本研究的目的在探討重新描述、練習與異例對將內隱記憶提升為外顯知識的影響。 132 位受試者被隨機分配到 2 (自我回饋:有自我回饋、無自我回饋) x 2 (異例:有異例、 無異例) 共四種實驗情境之中，進行隱含一個法則的雙重作業，共 8 回合，每回合有 64 次嘗試。主要作業為圖片記憶，次要作業為訊號偵測。在每一回合之間，有重新描述 者有 2 分鐘去回想並記錄他們剛才的經驗;無重新描述組則只從事找錯字活動。在第 6 個回合時，有異例組的雙重作業中的法則會改變，因此他們會看到與原先法則不同的 案例;無異例組的作業則延續相同的隱式法則。由受試者的法則判斷作業正確率與信 心來檢驗受試者是否可將內隱學習到的法則提升到意識層面成為外顯知識。法則判斷 的正確率與信心評量皆顯示，在 2-5回合，約 320 次的重複練習後，受試者有可能將 內隱學習到的法則外顯化。重新描述的效果雖不顯著，異例對正確法則的外顯化則有 提升的效果。但有重新描述且有異例者在法則判斷作業中的正確率及信心都是四組中 最高的。此結果顯示練習有助於將內隱記憶外顯化，但大多數人的外顯知識並不完全 正確。而相較於重新描述，異例幫助人將內隱學習到的知識提升到意識層次的作用更 大。

關鍵字

內隱學習 ； 外顯知識 ； 重新描述 ； 異例

並列摘要

The purpose of this study was to investigate the effects of redescription, practice and anomaly on emergence of explicit memory from implicit memory. One hundred and thirty- two participants were randomly assigned to the 2 (redescription) x 2 (anomaly) experimental conditions to work on 8 blocks of a dual-task embedded with an implicit rule. Half of participants were asked to describe their experiences after each block and the other half of them were asked to detect wrong words in articles. Anomalous instances of the rule were presented in the block 6. Implicit learning was examined by the speed and accuracy in the signal detection task. Explicit knowledge of the implicit rule was measured by the contents of redescription, the accuracy and confidence rating in rule judgement task, and the content of post-experiment questionnaire. Data showed 39 participants (60%) in redescription condition were able to extract a rule. But most of their rules were far from correct. The rule judgement accuracy and confidence data further showed that practice and anomaly could facilitate the extraction of explicit knowledge from implicit learning. Although none of effects related to redescription was significant, data showed that those who were in redescription and anomaly condition scored highest among the four groups on accuracy and confidence in rule judgement task. Implications for how to bridge the gap between the consciousness and the unconsciousness by practice, redescription, and anomaly were discussed.

並列關鍵字

implicit learning ； explicit knowledge ； redescription ； anomaly ； practice

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