Abstract: The development of knowledge acquired in implicit learning is an important feature of implicit learning. Implicit sequence learning , one of the important paradigms of implicit learning, consists of general motor skill learning and sequence-specific learning. This study mainly focused on sequence-specific learning. The goal of this study was to investigate the development and forgetting characteristics of knowledge acquired in implicit sequence learning through sequence reaction time paradigm. Experiment 1 adopted one-factor completely random design to investigate the development of knowledge acquired in implicit sequence learning. The learning progress ,including six levels, 2 block , 4 block , 6 block , 8 block , 10 block , 12 block , was the independent variable. The dependent variable were conscious knowledge and unconscious knowledge, as well as the average response time and accuracy rate of each block. The result showed that only after BLK8 did the subject’s accuracy rate begin to be significantly higher than guess level(50%) via a one-sample t-test used for each level of the learning process, t（14）=2.71，p＜0.05，Cohen's d=0.694.What’s more , unconscious knowledge acquired in implicit sequence learning was more than conscious knowledge . Consciousness knowledge was increased gradually while unconscious knowledge was decreased in the whole learning process. This showed that implicit learning has time efficacy. Experiment 2 adopted one-factor completely random design to investigate the forgetting characteristics of knowledge acquired in implicit sequence learning. The retention interval , including nine levels,0h, 0.5h, 1h, 2h, 4h, 8h, 1day, 2days, 7days, was the independent variable. The independent variable was the same as experiment 1.The result showed that by means of taking the accuracy as the dependent variable and performing one-way analysis of variance ,the main effect of retention interval was significant, F（8，80）=4.45, p<0.001. Further one-sample t-test analysis found the judgment accuracy rate was significantly higher than guessing level(50%) while the retention interval was from 0 to 8 hours, respectively, t(12) = 2.84，p = .015；t（10）=2.76，p= .020；t(10) = 2.25, p=.049；t(8) = 2.91, p= .020；t（11）=3.68，p= .004；t（8）=2.77，p= .024；However, the accuracy rate decreased to guessing level at the interval of 24h, t(7)=1.60, p>0.05. Moreover, the accuracy rate was even lower than guessing level at the interval of either 48 hours or 7 days, t（7）= -2.59，p= .036,t（7）= -2.20，p>0.05. This experiment also showed that the main effect of retention interval of conscious knowledge acquired in implicit sequence learning reached a marginal significant, F（8，80）=1.81，p= .08. That conscious knowledge would be decreased after at the interval of 8h implied conscious knowledge could appear to be forgotten.Contrary to the above, the main effect of retention interval for unconscious knowledge acquired in implicit sequence learning was not significant, F（8，80）=1.30，p>0.05，it meant that unconscious knowledge was anti-forgetting.

Key words: implicit learning, acquired knowledge, time efficacy, anti-forgetting

摘要： 内隐学习过程中习得知识的发展变化是内隐学习的一个重要特征。本研究采用序列反应时范式通过操纵学习进程（实验一）和学习与测验间的时间间隔（实验二）来考察内隐序列学习进程中习得知识的发展与遗忘特征，结果发现，（1）内隐序列学习中习得的无意识知识多于意识知识；（2）随着学习的推进，意识知识逐渐增加，而无意识知识则呈减弱趋势，证实了内隐学习的长时功效；（3）习得的无意识知识具有抗遗忘性，而意识知识在间隔8小时之后才开始出现遗忘。

关键词: 内隐学习, 习得知识, 长时功效, 抗遗忘性