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认知与发展心理学论坛第九次讲座
作者: 认知与发展心理学研究室 ║ 日期: 2012/01/06 

报告题目:Cultural and affective differences in implicit sequence learning
报告人:付秋芳
报告时间:1月10日(下周二) 13:30-14:30
报告地点:东楼D104教室
报告摘要
Cultural differences in cognition have been widely investigated in conscious process such as perception, memory, and reasoning. However, the extent to which implicit or unconscious learning can be influenced by culture remains unclear. A modified Serial Reaction Time (SRT) task with global-local sequence structures following both target and irrelevant regularities was adopted to investigate the cultural difference in implicit learning. The present study showed that only Chinese participants acquired some unconscious knowledge of the irrelevant regularity but British participants did not. And Chinese expressed overall greater implicit learning effects of target regularity than British when targets were global rather than local. The results suggested that culture can profoundly affect the acquisition of unconscious knowledge in implicit learning.

It is well documented that happy rather than sad moods encourage integrative processing of conscious information. However, the extent to which implicit or unconscious learning can be influenced by affective states remains unclear. A modified Serial Reaction Time (SRT) task with sequence structures requiring or not requiring integration over past trials was adopted to examine the effect of affective states on implicit learning. Music was used to induce and maintain happy and sad affective states. The present study showed that participants in happy rather than sad states learned more of the regularity requiring integration over past trials. Moreover, this knowledge was shown to be largely unconscious as it could not be fully expressed in recognition. The results demonstrated that positive affect facilitated implicit learning of complex structures. Our findings help to understand the effects of affective states on unconscious or implicit processing.

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