结果表明：（1）在序列反应时任务程式中，随着反应一刺激间隔的延长，序列位置内隐学习的学习量逐渐减少；
The results showed: (1) In the serial reaction time task, with the lengthening of response-stimulus interval (RST), the amount of implicit learning decreased.
为了解释上述关系模式的心理学效应，我必须假定当病人接受肯定性反应时会发生的一个阶逻辑序列。
To account for the psychological effects of the above relational modes, I shall propose a meta-logical sequence taking place in the patient on receiving an affirmative response.
为了解释上述关系模式的心理学效应，我必须假定当病人接受肯定性反应时会发生的一个阶逻辑序列。
To account for the psychological effects of the above relational modes, I shall propose a meta-logical sequence taking place in the patient on receiving an affirmative response.
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