AZ IMPLICIT TANUL�S �S A MONDATMEG�RT�S KAPCSOLATA
Szerz�k: H�DEN G�bor, AMBRUS G�za, OROSZ G�bor
T�mavezet�: N�METH Dezs� egyetemi tan�rseg�d
Int�zm�ny: SZTE BTK Pszivhol�gia Tansz�k, Szeged

A tanulm�ny az implicit tanul�s �s a mondatmeg�rt�s kapcsolat�t vizsg�lja kett�s terhel�ses k�s�rleti helyzetben. A k�s�rleti szem�lyeknek az implicit tanul�si feladatokkal p�rhuzamosan - szeri�lis reakci�id� (SRT) - mondatmeg�rt�si, sz�feldolgoz�si �s matematikai feladatokat kellett v�grehajtaniuk. Az implicit tanul�si teljes�tm�ny a mondatmeg�rt�si feladat k�zben l�nyegesen rosszabb volt, mint a kontrollhely-zetekben. Az eredm�nyek �sszhangban vannak Pinker �s Ullman procedur�lis/deklarat�v elm�let�vel.

Kulcsszavak: mondatmeg�rt�s, implicit tanul�s, deklarat�v/procedur�lis modell

THE CONNECTON BETWHEEN IMPLICIT LEARNING AND LINGUISTIC ABILITIES

The main purpose of this research is to study the relationship between implicit learning and sentence processing. The authors present a dual-task experiment, in witch the subject's implicit learning was measured by a serial reaction time (SRT) task, and at the same time subjects were tested on sentence processing, word processing, and mathematical tasks. Results show that implicit learning is significantly worse when the parallel task was sentence processing than when it was either nonword-detection or counting. These findings are interpreted in the framework of Pinker and Ullman's procedural/declarative.

Keywords: implicit learning, SRT, serial reaction time, word and rules