Learning and memory are the main processes of higher nervous function in the brain. According to traditional experimental psychology, learning refers to the acquisition of experience, and memory refers to the imprint, cognition and memory of experience. Learning is the establishment of temporary connection between related parts of nervous system, and memory is the maintenance and recovery of its traces. Modern physiological psychology further believes that learning refers to the acquisition or development of empirical information (behavior habits, perception, thinking). Memory is the storage and retrieval (reproduction) of empirical information. Learning and memory are two different but closely related processes of neural activity. In recent ten years, cognitive neuroscience research on learning and memory has become a hot spot in brain science, psychology and psychiatry. Cognitive psychology, molecular biology and other neuroscience methods have been widely used in the study of learning and memory, and an in-depth and problem-centered study has been carried out on the important issue of human brain and behavior. And achieved fruitful results. Experimental psychology and behavioral psychology have long been devoted to the research and observation of various psychological activities, from introspective research on human behavior and complex psychological activities to quantitative research on observable psychology and behavior, such as perception, memory, complex problem solving ability, and even consciousness itself. For example, decomposing complex behaviors and psychological functions into different cognitive modularity has greatly promoted the development of psychology. Now people can conduct direct experimental research on internal psychological activities such as feeling and action representation, and deepen their understanding of various cognitive and psychological internal activities. Behavioral experiments have established cognitive models of various psychological behaviors, accelerated the study of learning and memory, and uncovered the working mechanism of the brain.

Research on the Integration Orientation of Unconscious Process in Learning and Memory

The author believes that the study of the unconscious process of learning and memory should be based on the decision-making behavior of the test task, because it is at the end of the whole process of information acquisition, extraction, utilization and expression, which is convenient for direct investigation. It directly bears the significance of learning and memory function to the individual's environmental adaptation. Five experiments studied the unconscious process in learning and memory. Experiment 1 proves that the classical artificial grammar task can also observe the test separation like implicit memory research, which shows the advantages of indirect testing. In the second experiment, the number of memory attempts in the training stage was changed, and it was found that the promotion of perceptual fluency on new legal strings decreased. Experiment 3 discusses the characteristics of response strategies inspired by perceptual fluency. In Experiment 4, the information acquisition concerned by implicit learning and the information expression concerned by implicit memory were integrated to study the performance of artificial grammar learning under different combinations of training and testing tasks. In experiment 5, a typical implicit memory indirect test was used to demonstrate the mechanism of its perceptual level and the existence of heuristic response strategy of perceptual fluency in the priming effect of Chinese character recognition. In the concluding part of the article, the author reiterated learning and memory.

A new beginning of research.