Implicit and explicit instruction of spelling rules

The study aimed to compare the differential effectiveness of explicit and implicit instruction of two Dutch spelling rules. Students with and without spelling disabilities were instructed a spelling rule either implicitly or explicitly in two experiments. Effects were tested in a pretest-intervention-posttest control group design. Experiment 1 suggested that explicit instruction of a morphological spelling rule led to instance-based knowledge in students with spelling disabilities and to rule-based knowledge in students without. Implicit instruction led to instance-based knowledge in students with spelling disabilities, and in the group without spelling disabilities no learning at all occurred. Experiment 2 revealed that explicit and implicit instruction of an orthographical spelling rule were equally effective in both groups and that the spelling knowledge they had acquired was instance-based. Findings suggest that explicit instruction is more effective than implicit instruction for the teaching of spelling rules when generalization is aimed at.     

Slower implicit categorical learning in adult poor readers

We investigated the relationship between reading and explicit and implicit categorical learning by comparing university students with poor reading to students with normal reading abilities on two categorical learning tasks. One categorical learning task involved sorting simple geometric shapes into two groups according to a unidimensional rule. The sorting rule was easily stated by the participants, consistent with explicit learning, and all participants attained criterion levels of performance. The second task involved the integration of features on different dimensions with a more complex rule that could not be described by participants, even though most could attain criterion levels of performance consistent with implicit learning. Poor readers performed as well as those without reading problems in explicit learning but not in implicit learning. Implicit learning was correlated with word reading, phonological decoding, and orthographic skill, independent of verbal ability. We consider the role of implicit learning in reading, and how a deficit could impair phonological and orthographic representation and processing.     

小学三年级儿童英语语音规则内隐学习和外显学习的实验研究

第二语言的内隐学习是内隐学习在应用方面的前沿课题。为探讨小学儿童英语语音规则的内隐学习和外显学习规律,本研究选取北京市某小学三年级学生共94名,男女各半,进行了两个实验。实验分为学习、练习和测试三个阶段,实验一操纵了视听通道变量与内隐学习和外显学习变量的组合,实验二操纵内隐学习和外显学习变量在学习阶段和练习阶段的不同顺序的组合,得出以下结论：（1）儿童在英语语音规则的学习中,通道效应显著,通过视觉通道获得的成绩显著好于通过听觉通道获得的成绩;（2）对于单词测试和完形测试而言,内隐和外显的学习效应并不显著,内隐和外显学习不同的组合顺序效应也不显著;但就这两种测试正确率的平均值而言,内隐学习的正确率最高,而且这种内隐学习的方式是先内隐学习,随后进行外显练习;（3）对于规则测试而言,不仅受内隐和外显学习的影响,而且也受内隐和外显组合顺序的影响,表现为内隐学习和外显练习、外显学习与外显练习相结合的方式最好,外显学习与内隐练习结合的方式居中,内隐学习与内隐练习结合的方式最差。     

Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children’s performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants.     

The Influence of Implicit and Explicit Learning in English Education

It is very important to understand the differences and relationships between implicit learning and explicit learning no matter from the theoretical perspective or practical perspective. It would make the English teaching in China more feasible and effective if these two kinds of learning patterns could be combined appropriately. Seen from the theoretical perspective, the logical explanation to different achievements made by implicit learners and explicit learners gives a significant inspiration for English teaching. Seen from the practical perspective, even a little child can master the mother tongue quickly while an adult seems to find it more difficult to be proficient of another language. In this paper, the author makes a tentative study on the influence of implicit and explicit learning in English teaching. This is a meaningful topic whether for the teaching material editors, English teachers or to the learners themselves.     

内隐学习理念与外语学习能力培养

内隐学习和外显学习是两种不同类型的学习方式。学习复杂任务时应先具备内隐知识基础,然后再建立外显的任务模型。结合内隐学习理念,在非母语教学环境中进一步加强外语语言规则和教学策略的研究与应用,同时加强语言环境建设,必有利于外语学习能力的提高。     

借鉴内隐学习理论 培养英语良好语感

学习新知识的过程可分为内隐学习和外显学习两部分,它们是同时进行的。相比外显学习,内隐学习没有固定的规则与束缚,是人们在无意识中进行的学习。它在英语学习中有十分重要的作用,能够帮助学生形成良好的英语语感。教师在英语教学中应合理借鉴内隐学习理论,让学生在诵、抄、仿、阅的过程中培养良好的语感,提高英语素养。     

二语语法显性与隐性学习的认知研究

二语习得研究中对显性与隐性学习的关系存在着不同的认识,但从基于认知心理学对二语语法学习所作的研究来看,显性和隐性学习是两个相互独立又相互依存的学习机制。因此,在二语语法教学中,应把显性和隐性学习有机结合起来,采用动态平衡的语法教学模式,使两种学习机制的效用相互转化,相互作用,共同提高语法教学的效率。     

The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles

Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We presented algebraic addition and multiplication problems to 153 sixth graders randomly assigned to two conditions. Students in the explicit learning condition had to verbally compare contrasted algebra problems. Students in the implicit learning condition had to generate and solve new problems. On three follow-up tests over 10 weeks, students in the explicit learning condition exhibited better problem-solving knowledge than students in the implicit learning condition, as well as some advantages in verbal concept knowledge. Implicit learning showed some advantages on not directly taught but incidentally learned aspects. Overall, this outcome favors the explicit learning of concepts. Explicit comparison fostered student performance on non-verbal and verbal measures, indicating that verbalization facilitates effective comparison.     

浅谈内隐学习及其对大学英语教学的启示

人的学习活动是外显过程与内隐过程的统一,传统的教育与学习理论只注重以理性思维为核心的外显学习过程,却忽视了普遍存在的、无需耗费认知资源的高效内隐学习过程。本文着眼于内隐学习并试图对其在英语教学中的应用作出探讨与解释。     

Artificial grammar learning in primary school children with and without developmental dyslexia

This paper explores implicit learning in typically developing and primary school children (9–12 years old) with developmental dyslexia using an artificial grammar learning (AGL) task. Two experiments were conducted, which differed in time of presentation and nature of the instructional set (experiment 1—implicit instructions vs experiment 2—explicit instructions). Repeated measures analysis of variance (group × grammaticality × chunk strength) showed a group effect only in experiment 1 (implicit instructions), with only the typically developing children showing evidence of AGL. There was a grammaticality effect (adherence to the rules) for both groups in the two experimental situations. We suggest that the typically developing children exhibited intact implicit learning as manifested in AGL performance, whereas children with developmental dyslexia failed to provide such evidence due to possible mediating cognitive developmental factors.     

内隐学习IQ独立性的研究

以65名智障中学生为被试，分别用色块串和色词串为材料，以限定状态语法组成学习规则，研究了智障学生颜色内隐和外显学习的特点。结果发现：指导语上不存在主效应，没有发生内隐和外显学习效应；反面证明内隐学习存在长时功效；非言语材料(色块)和言语材料(色词)均没有表现出内隐加工学习效应，但两学习成绩的范围及趋势不同，且材料与IQ之间没有交互作用。间接揭示内隐学习存在一定的“阈限”及IQ独立性在不同情况下表现出特异性。     

交际教学法的再思考：聚焦形式

从二语习得领域的显性／隐性学习视角,讨论了目前交际教学法框架下“聚焦形式”的理论依据,探索了显性／隐性知识的关系以及促进显性／隐性知识的教学任务和活动,提出即使以意义为核心的交际教学法也应适时注重形式,以取得语言的流利性和准确性的共同发展。     

内隐学习理论对大学校园网英语教学的启示

内隐学习是人类认知活动的基础,外显学习是自觉的较高层次的认知。内隐知识与外显知识在一定条件下可相互转化。大学校园网英语教学系统为开发大学生内隐学习潜能,实施对其内隐学习的外显指导,提供了有效的契机和接口。充分发挥校园网的技术优势,以强化内隐学习为突破口,或许可开创大学英语教学改革的新途径。     

Dyslexic children show deficits in implicit sequence learning,but not in explicit sequence learning or contextual cueing

Dyslexia is a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and by poor spelling abilities. The absence of other high level cognitive deficits in the dyslexic population has led some authors to propose that non-strategical processes like implicit learning could be impaired in this population. Most studies have addressed this issue by using sequence learning tasks, but so far the results have not been conclusive. We test this hypothesis by comparing the performance of dyslexic children and good readers in both implicit and explicit versions of the sequence learning task, as well as in another implicit learning task not involving sequential information. The results showed that dyslexic children failed to learn the sequence when they were not informed about its presence (implicit condition). In contrast, they learned without significant differences in relation to the good readers group when they were encouraged to discover the sequence and to use it in order to improve their performance (explicit condition). Moreover, we observed that this implicit learning deficit was not extended to other forms of non-sequential, implicit learning such as contextual cueing. In this case, both groups showed similar implicit learning about the information provided by the visual context. These results help to clarify previous contradictory data, and they are discussed in relation to how the implicit sequence learning deficit could contribute to the understanding of dyslexia.     

A comparison of students' conceptual understanding of electric circuits in simulation only and simulation‐laboratory contexts

The aim of this experimental study was to compare learning outcomes of students using a simulation alone (simulation environment) with outcomes of those using a simulation in parallel with real circuits (combination environment) in the domain of electricity, and to explore how learning outcomes in these environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction. Matched‐quartets were created based on the pre‐test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results demonstrated that the instructional support had an expected effect on students' understanding of electric circuits when they used the simulation alone; pure procedural guidance (SI) was insufficient to promote conceptual understanding, but when the students were given more guidance for the discovery process (SE) they were able to gain significant amount of subject knowledge. A surprising finding was that when the students used the simulation and the real circuits in parallel, the explicit instruction (CE) did not seem to elicit much additional gain for their understanding of electric circuits compared to the implicit instruction (CI). Instead, the explicit instruction slowed down the inquiry process substantially in the combination environment (CE). Although the explicit instruction was able to improve students' conceptual understanding of electrical circuits considerably in the simulation environment, their understanding did not reach the level of the students in the combination environment. These results suggest that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 71–93, 2011     

儿童语言的内隐学习及其对教学的启示

从内隐学习的角度出发,先分析内隐学习的特征,揭示内隐学习的优势,然后以儿童的语言学习为着眼点,通过分析儿童语言学习中内隐性的存在以及内隐学习的必要性,引发了以内隐学习为依托促进儿童语言学习的思考。旨在启发语言教育工作者关注内隐学习,并以此为出发点提高语言教学的效率。     

明示语法教学与暗示语法教学讨论

近年来语法在外语教学中的地位再次引起了人们的普遍关注。有人主张以明示的方式进行语法教学,也有人主张以暗示的方式进行语法教学。总之,仁者见仁,智者见智。文中着重讨论了明示性(explicit)语法教学和暗示性(implicit)语法教学的理论背景及各自的主张,并认为:明示性语法教学强调语言的形式,却有忽视语言的意义及使用倾向;暗示性语法强调的是语言的意义及其使用的环境,但却忽视语言使用的准确性。最好的办法是综合两种观点,明示与暗示相结合。     

内隐和外显学习理论及其对大学英语教学的启示

内隐学习和外显学习是两种不同类型的学习方式,同时也是当前教育领域研究的热点之一。外显学习是认知的基本途径,内隐学习是认知必要的有益补充。在语言学习过程中并不存在截然分开的内隐学习和外显学习,而是两种学习方式的有机结合。如果能在外显教学之前先让学生获得内隐知识,并在学生获得外显知识之后再让学生体验鲜活语言从而将外显知识内化,简言之,就是应在大学英语教学中采取内隐-外显-内隐的顺序,这样大学英语教学效率才会大大提高。