28th International Congress of Psychology August 8 ... - U-netSURF

2075 ORAL
Learning, memory and cognition
Chair: Xiaolan Fu, China
2075.1 The influence of the number of instances on implicit sequence learning, Qiufang Fu,
Xiaolan Fu, Institute of Psychology, Chinese Academy of Sciences, China
Recent theories of implicit learning have raised the issue of what was learned (rules or instances)
in implicit learning. The study approached this issue by changing the number of instances and
applying the Process Dissociation Procedure (PDP, Jacoby, 1991) to a free generation task to
disentangle implicit and explicit sequence learning. The results indicated that: (1) participants
could implicitly acquire both rules and instances and the number of instances influenced what was
learned, and (2) participants might explicitly learn some knowledge when the number of instances
decreased to four.
2075.2 Attention consumption in different modes of presentation: A study in dual task
performance, Mohammed Reza Afzalnia, BPA, Iran
This study compared reading, listening and television viewing in terms of their overall demand for
attention by using recall of the presented material as the primary task while participants performed
a secondary (tactile) task concurrently. A score combining immediate recall performance and
secondary task performance was calculated and on this aggregate score, the Listening group did
significantly better than the Reading group but not than the TV group. The results were interpreted
as indicating that listening requires the least attentional resource while reading requiring the most.
2075.3 Learning styles and school achievement: A case study of some schools in Nanjing,
China, Adam E'nzuva-Ya-Tsuva, Nanjing Normal University, China
We identified the different learning modes of 889 8th-grade Chinese students from 5 middle
schools of Gulou District in Nanjing in order to understand the effective learning and its impact on
school achievement. The empirical mode was found dominant explaining that the students were in
general doers. T Test was carried indicating that male students differed significantly in learning
modes with female students. The schools' differences were examined by ANOVA showing
significant learning mode differences among students from different schools. A positive and linear
relationship was found between the different learning modes and the school achievement.
2075.4 The relationship between self-regulation and attribution of senior middle school students,
Lingyan Cao, Zhengwen Zheng, Jianzhong Wo, Beijing Normal University, China
Selected 973 senior middle school students from Sinkiang, this study examined the developmental
characteristics of self-regulation and the relationship between self-regulation and attribution by
scales. Results indicated that (1) Effort attribution had strong predicting effect on plan, correctness
monitoring, pace monitoring, correctness control, pace control, estimate and summary which are
progresses in self-regulation. (2) Ability attribution had predicting effect on plan and pace
monitoring. (3) Task attribution had predicting effect on plan and summary, and was positively
related to plan while negatively related to summary. (4) Fortune attribution had predicting effect
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