ＣＬＡＲＩＯＮ模型：内隐与外显技能学习的整合(4)
[10] Sun R, Slusarz P, Terry C. The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach. Psychological Review, 2005, 112(1): 159~192
[11] Slusarz P, Sun R. The Interaction of Explicit and Implicit Learning: An Integrated Model. Proceedings of the 23rd Cognitive Science Society Conference, 2001
[12] Sun R, Zhang X. Top-down versus bottom-up learning in cognitive skill acquisition. Cognitive Systems Research 2004, 5: 63~89
, 百拇医药
[13] Lebiere C, Wallach D, Taatgen N. Implicit and explicit learning in ACT–R. In Proceedings of the European Conference on Cognitive Modeling. Nottingham, England: Nottingham University Press, 1998:183~189
[14] Ling C X, Marinov M. A symbolic model of the nonconscious acquisition of information. Cognitive Science, 1994, 18(4): 595~621
[15] Meyer D, Kieras D. A computational theory of executive cognitive processes and human multiple-task performance: Part 1. Basic mechanisms. Psychological Review, 1997, 104: 3~65
, 百拇医药
[16] Sun R. Learning, action, and consciousness: A hybrid approach towards modeling consciousness. Neural Networks, 1997, 10: 1317~1331
[17] Cleeremans A, McClelland J. Learning the structure of event sequences. Journal of Experimental Psychology: General, 1991, 120(3): 235~253
[18] Lewicki P, Czyzewska M, Hoffman H. Unconscious acquisition of complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1987, 13: 523~530
, http://www.100md.com
[19] Dienes Z, Fahey R. The role of specific instances in controlling a dynamic system. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1995, 21(4): 848~862
[20] Servan-Schreiber E, Anderson J. Learning artificial grammars with competitive chunking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1987, 16: 592~608
[21] Curran T, Keele S W. Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993, 19: 189~202
, 百拇医药
[22] Stanley W, Mathews R, Buss R, Kotler-Cope S. Insight without awareness: On the interaction of verbalization, instruction and practice in a simulated process control task. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 1989, 41(A): 553~577
[23] Berry D, Broadbent D. Interactive tasks and the implicit explicit distinction. British Journal of Psychology, 1988, 79: 251~272
[24] 郭秀艳, 崔光成. 内隐学习本质特征的实验研究. 心理科学, 2002, 25(1): 43~ 46
, 百拇医药
[25] Sun R, Merrill E, Peterson T. From implicit skills to explicit knowledge: A bottom-up model of skill learning. Cognitive Science, 2001, 25(2): 203~244
[26] Karmiloff-Smith A. From meta-processes to conscious access: Evidence from children’s metalinguistic and repair data. Cognition, 1986, 23(2): 95~147
[27] 付秋芳, 傅小兰. 内隐学习中表征与意识的关系. 心理科学进展. 2006, 14(1): 18~22
[28] Aizenstein H, MacDonald A, Stenger V, Nebes R, Larson J, Ursu S, Carter C. Complementary category learning systems identified using event-related functional MRI. Journal of Cognitive Neuroscience, 2000, 12(6): 977~987
, 百拇医药
[29] 郭秀艳. 试析内隐学习的意识-无意识兼容性. 心理科学. 2003, 26(6): 1015~1019
[30] 郭秀艳. 内隐学习研究综述. 华东师范大学学报(教育科学版). 2004, 22(1): 49~55
[31] Sun R, Peterson T. Autonomous learning of sequential tasks: Experiments and analyses. IEEE Transactions on Neural Networks, 1998, 9:1217~1234
[32] Sun R, Mathews R C. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Technical Report 1162(Approved for public release), 2005
[ 上 页 ], 百拇医药(杜建政 李 明)
[11] Slusarz P, Sun R. The Interaction of Explicit and Implicit Learning: An Integrated Model. Proceedings of the 23rd Cognitive Science Society Conference, 2001
[12] Sun R, Zhang X. Top-down versus bottom-up learning in cognitive skill acquisition. Cognitive Systems Research 2004, 5: 63~89
, 百拇医药
[13] Lebiere C, Wallach D, Taatgen N. Implicit and explicit learning in ACT–R. In Proceedings of the European Conference on Cognitive Modeling. Nottingham, England: Nottingham University Press, 1998:183~189
[14] Ling C X, Marinov M. A symbolic model of the nonconscious acquisition of information. Cognitive Science, 1994, 18(4): 595~621
[15] Meyer D, Kieras D. A computational theory of executive cognitive processes and human multiple-task performance: Part 1. Basic mechanisms. Psychological Review, 1997, 104: 3~65
, 百拇医药
[16] Sun R. Learning, action, and consciousness: A hybrid approach towards modeling consciousness. Neural Networks, 1997, 10: 1317~1331
[17] Cleeremans A, McClelland J. Learning the structure of event sequences. Journal of Experimental Psychology: General, 1991, 120(3): 235~253
[18] Lewicki P, Czyzewska M, Hoffman H. Unconscious acquisition of complex procedural knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1987, 13: 523~530
, http://www.100md.com
[19] Dienes Z, Fahey R. The role of specific instances in controlling a dynamic system. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1995, 21(4): 848~862
[20] Servan-Schreiber E, Anderson J. Learning artificial grammars with competitive chunking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1987, 16: 592~608
[21] Curran T, Keele S W. Attentional and nonattentional forms of sequence learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993, 19: 189~202
, 百拇医药
[22] Stanley W, Mathews R, Buss R, Kotler-Cope S. Insight without awareness: On the interaction of verbalization, instruction and practice in a simulated process control task. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 1989, 41(A): 553~577
[23] Berry D, Broadbent D. Interactive tasks and the implicit explicit distinction. British Journal of Psychology, 1988, 79: 251~272
[24] 郭秀艳, 崔光成. 内隐学习本质特征的实验研究. 心理科学, 2002, 25(1): 43~ 46
, 百拇医药
[25] Sun R, Merrill E, Peterson T. From implicit skills to explicit knowledge: A bottom-up model of skill learning. Cognitive Science, 2001, 25(2): 203~244
[26] Karmiloff-Smith A. From meta-processes to conscious access: Evidence from children’s metalinguistic and repair data. Cognition, 1986, 23(2): 95~147
[27] 付秋芳, 傅小兰. 内隐学习中表征与意识的关系. 心理科学进展. 2006, 14(1): 18~22
[28] Aizenstein H, MacDonald A, Stenger V, Nebes R, Larson J, Ursu S, Carter C. Complementary category learning systems identified using event-related functional MRI. Journal of Cognitive Neuroscience, 2000, 12(6): 977~987
, 百拇医药
[29] 郭秀艳. 试析内隐学习的意识-无意识兼容性. 心理科学. 2003, 26(6): 1015~1019
[30] 郭秀艳. 内隐学习研究综述. 华东师范大学学报(教育科学版). 2004, 22(1): 49~55
[31] Sun R, Peterson T. Autonomous learning of sequential tasks: Experiments and analyses. IEEE Transactions on Neural Networks, 1998, 9:1217~1234
[32] Sun R, Mathews R C. Exploring the interaction of implicit and explicit processes to facilitate individual skill learning. Technical Report 1162(Approved for public release), 2005
[ 上 页 ], 百拇医药(杜建政 李 明)