مقايسه تاثير يادگيري پنان و آشكار بر زمان واكنش زنجيره اي

A Comparison between Implicit and Explicit Learning Effects on Serial Reaction Time

In this research the effects of implicit and explicit learning on serial reaction time task have been compared.66 subjects were divided into three groups randomly. The first and second group practiced (implicit learning) not knowing the rules. The second group also performed concurrently the secondary task rather than serial reaction time task The third group practiced (explicit learning) knowing that there is a repetition in the middle of the task. The task consisted of 21 multiple choice stimuli (1 block), in each block one third of the beginning and one third of ending were random, and one third of the middle was the repeated sequence. After the pretest, subjects practiced 21 training blocks (20 times every day for 5 days). Then they participated in the retention, interview and recognition test and filled out a special questionnaire. Data were analyzed by mixed factorial analysis of variance and the results were: Participants of two implicit and one explicit group improved in serial reaction time task during the training period. However, the explicit group and the second implicit group with secondary task improved better. In retention test, the mean time of reaction in second implicit group with secondary task was better than that of the third group ,(explicit learning). Thus, the two mentioned groups were better than the first implicit group. But there was no significant statistical difference. We can conclude that in complex skills, implicit learning is at least as effective as explicit learning in for learnersʹ performance.