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Mariann Kiss
Mariann Kiss
Kognitív Tudományi Tanszék, BME Budapesti Műszaki és Gazdaságtudományi Egyetem, Budapest, Magyarország
Emlékezet, Nyelv és Idegtudomány Kutatócsoport, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest, Magyarország
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Emlékezet, Nyelv és Idegtudomány Kutatócsoport, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest, Magyarország
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Dezső Németh
Dezső Németh
Pszichológiai Intézet, ELTE Eötvös Loránd University, Budapest, Magyarország
Emlékezet, Nyelv és Idegtudomány Kutatócsoport, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest, Magyarország
Lyon Neuroscience Research Center (CRNL), Université Claude Bernard Lyon 1, Lyon, France
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Emlékezet, Nyelv és Idegtudomány Kutatócsoport, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest, Magyarország
Lyon Neuroscience Research Center (CRNL), Université Claude Bernard Lyon 1, Lyon, France
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Karolina Janacsek
janacsek.karolina@ppk.elte.hu
Karolina Janacsek
Pszichológiai Intézet, ELTE Eötvös Loránd University, Budapest, Magyarország
Emlékezet, Nyelv és Idegtudomány Kutatócsoport, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest, Magyarország
Gondolkodás és Tanulás Kutatóközpont, Humán Tudományok Intézete, Greenwich-i Egyetem, London, Egyesült Királyság
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Emlékezet, Nyelv és Idegtudomány Kutatócsoport, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest, Magyarország
Gondolkodás és Tanulás Kutatóközpont, Humán Tudományok Intézete, Greenwich-i Egyetem, London, Egyesült Királyság
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A hétköznapok során gyakran előfordul, hogy gyengén teljesítünk egy olyan helyzetben, amelyben korábban már bizonyítottuk tudásunkat. A pszichológián belül elméleti és empirikus eredmények is alátámasztják ezt a hétköznapi jelenséget, mely szerint egy adott időpontban mérhető teljesítmény (performancia) nem feltétlenül tükrözi hűen a mögötte álló tudást (kompetencia). Jelen rövid, célzott összefoglaló tanulmánnyal az a célunk, hogy felhívjuk a fi gyelmet a performancia-kompetencia disszociációra a procedurális tanulás területét használva példaként. Fontos azonban kiemelni, hogy ez a jelenség más kognitív funkciók esetén is jelen lehet (pl. nyelvi teljesítmény, döntéshozatal, észlelés), ezért tanulmányunk új kutatásokat ösztönözhet számos kognitív funkció esetén. A korábbi empirikus eredmények áttekintésekor külön hangsúlyt fektetünk a tanulás idői faktoraira, amelyek meghatározhatják, hogy disszociáció lép-e fel adott esetben a performancia és kompetencia között vagy nem. Ezután kitérünk azokra az elméleti magyarázatokra is, amelyek az idői faktorok tanulásra, illetve performancia-kompetencia disszociációra kifejtett hatását próbálják magyarázni. A tanulmány végén kitekintést nyújtunk a disszociáció kutatásmódszertani vonatkozásaira és olyan alkalmazott helyzetekre is, ahol ez a disszociáció jelentősen befolyásolhatja a levont következtetéseket: ilyen például az oktatási-tanulási környezet (készségtanulás, nyelvtanulás), illetve a kognitív tesztek használata a klinikai diagnosztikában.
It often occurs in our daily life that we perform weaker in a task in which we have previously shown good knowledge and understanding. In psychology, both theoretical and empirical evidence supports this phenomenon: that is, on certain occasions, our momentary performance does not accurately refl ect our underlying knowledge (competence). The aim of our short, focused review paper is to draw attention to this performance vs. competence dissociation using the fi eld of procedural learning as an example. It is important to note, however, that this phenomenon may occur for a wide range of cognitive functions (e.g., aspects of language performance, decision-making, perception), and therefore, our paper can stimulate research in these areas. In this paper, we review previous empirical fi ndings that focused on the role of temporal factors in procedural learning as these factors can affect whether or not dissociation occurs in a certain case. Then, we briefl y present the explanatory accounts of the role of the temporal factors in learning and in performance vs. competence dissociation. Finally, our review discusses the implications of the presented fi ndings both from a methodological and an applied perspective, highlighting that the dissociation between performance and competence can substantially alter the outcomes and our interpretations in various situations such as in education (e.g., skill learning, language learning) and when applying cognitive tests in clinical settings.
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