学习成绩差与成绩好学生短时记忆特点的比较研究

本研究比较了小学１、３、５年级学习成绩好／差学生在图片、数字、词汇记忆上的特点。结果表明：（１）在图片记忆上,两组儿童的成绩没有差异。１、３年级优差生间的差异主要在数字与具体词汇记忆中;５年级两组学生的差异主要在数字与抽象词汇记忆中。（２）从提示／非提示及击中虚假刺激的结果看,两组儿童在记忆上的差异部分地是由于策略运用上的差异。经过提示,学习不良儿童在数字和词汇记忆上的成绩有了提高。     

中学生成就目标定向与学习策略、学业成绩的关系研究

本研究采取问卷法,选取武汉市283名初一和高二学生为被试,考察了中学生成就目标定向与学习策略、学业成绩的关系。结果表明:(1)掌握目标与深加工、元认知策略以及浅表策略三者都存在显著相关,其中与浅表加工策略相关的显著性水平略低,成绩接近目标与三种学习策略都在呈非常显著相关,而成绩回避目标只与浅表策略显著相关;(2)掌握目标和成绩接近目标有助于学业成绩,成绩回避目标不利于取得良好成绩;(3)与初一年级相比,高二年级中成绩接近目标和掌握目标显著下降,采取深加工和元认知策略的水平也下降;初一和高二年级中,男生比女生更多采取掌握目标和元认知策略;(4)多元目标比单一目标的学生更多地使用深加工和元认知策略,但多元目标者并不必然比单一目标者成绩好。     

优生和差生FOK判断发展的实验研究

本研究用使用RJR研究范式,对小学五年级、初中一年级和高中一年级优生和差生的FOK判断进行探讨。结果发现:优生的FOK判断发展水平高于差生的。优生和差生的FOK判断发展均存在关键期,且优生的关键期早于差生的。优生FOK判断发展的关键期是在小学五年级与初一之间;差生FOK判断发展的关键期是在初一年级与高一年级之间。     

解题反思对数学学业优差生解题过程的影响

考察解题反思对数学学业优生和差生解题结果及所用策略的不同影响。选取初一至初三年级的数学学业优生和差生为被试,以一套连加数问题为实验材料,进行一对一的测试,前后进行两次测试。对反思组优差生(优生12人,差生10人)和无反思组优差生(优生14人,差生14人)解题过程的比较,发现:1)解题后立即进行反思能够提高差生的解题正确率,但是延长解题时间;2)先前的解题反思对优生和差生后续解题时的正确率和解题时间均不产生明显影响;3)解题后立即进行反思能够促进优生和差生使用高效策略,放弃低效策略;4)先前的解题反思在后续解题中仍然促进学生使用高效策略,对优生的促进作用比对差生更明显。     

阅读方式和学习次数对中文词汇的产生效应影响的发展研究

产生效应指朗读单词的记忆成绩要好于默读单词的记忆成绩。采用“学习-再认”的实验范式,以小学三年级、小学五年级、初一、初二和大学生为被试,采用2（阅读方式：朗读,默读）×2（学习次数：1次,3次）×5（年级：三年级,五年级,初一,初二,大学）的混合设计,探讨中文词汇产生效应的发展特点。结果发现：（1）年级的主效应显著,大学生的记忆成绩显著高于三年级、五年级和初一学生的;五年级、初一和初二学生的记忆成绩显著高于三年级学生的;（2）阅读方式的主效应显著,朗读的记忆成绩显著高于默读的;（3）学习次数的主效应显著,3次的记忆成绩显著高于1次的;（4）阅读方式和年级的交互作用显著,在朗读的记忆成绩上,小学三年级的与大学生的差异显著,但小学五年级、初一、初二学生的和大学生的差异均不显著,说明朗读的记忆成绩在小学五年级趋于成熟;在默读的记忆成绩上,小学三年级、五年级、初一学生的均与大学生的差异显著,初二学生的与大学生的无显著差异,表明默读的记忆成绩在初二年级趋于成熟。初一学生的产生效应大小与大学生的无差异。研究结果支持产生效应的特异观。     

中学生学习策略应用特点的研究

运用中学生学习策略量表对442名初、高中学生进行测试,考察中学生应用学习策略的一般特点。结果表明：（1）中学生学习策略量表具有良好的信度、效度;（2）中学生在应用学习策略方面有随年级增长而下降的趋势。在调控策略的运用上女生显著多于男生,而在认知策略的运用上男生多于女生。深层加工策略和反馈调节策略存在年级与性别的交互作用;（3）初二和高二年级学习优、差生之间在学习策略上存在显著的差异,其中,深层加工、检索应用策略和反馈调节策略在各年级的优、差生之间都存在显著差异。     

中小学生记忆组织的发展

本实验对中小学生记忆组织的年级差异和性别差异进行研究,全文分为两个部分：（１）中小学生词的记忆中客观组织（类的群集）的年级差异和性别差异;（２）中小学生词的记忆中主观组织的年级差异和性别差异．结果表明：（１）中小学生记忆中客观组织程度在逐渐提高,（２）不同年级中小学生对双字词记忆的主观组织程度是不同的;（３）Ｅ．Ｔｕｌｖｉｎｇ测定主观组织程度的方法在测定低年级学生记忆的主观组织程度时表现出很大缺陷．     

学困生关于材料特征的元认知知识与应用的实验研究

本研究以62名学习困难学生(以下简称差生或学困生)和63名优生为被试,采用三因素混合实验设计,对优差生的阅读元认知知识及其应用特点进行了研究。结果表明：(1)优生对材料组织特征的元认知知识水平显著高于对词汇难度特征的元认知知识水平,而差生不存在显著差异;(2)九年级学生对材料组织特征的元认知知识水平显著高于词汇难度特征的元认知知识水平;其他年级之间没有显著差异;(3)在实际的阅读过程中,优生进行时间分配的人数显著多于学困生;学习困难学生的元认知知识与元认知控制的联系显著弱于优生。     

初中生英语词汇记忆策略的研究

通过对134名初中三年级学生英语词汇记忆策略的问卷调查以及记忆不同难度的词汇时所使用的策略的分析,发现初三学生以使用机械的、一般性的记忆策略为主;优生比差生更善于选用具体的词汇记忆策略;词汇记忆难度增大时,选择和使用多种策略的频率与人数有所增加。     

中学优、差生目标设置效果的实验研究

从时间管理倾向和目标设置的有关理论出发,设计了两个实验任务,考察了中学优、差生目标设置的效果。结果发现,中学优、差生在目标设置效果上存在一定差异。在简单任务上,中学优差生在完成任务的时间和准确率上均不存在显著差异;在复杂任务上,二者都存在显著差异,优生好于差生。研究还发现,在完成任务的时间上,目标设置对中学优生和差生的影响具有一致性,复杂任务明确目标的成绩明显好于不明确目标的成绩。     

Free recall by deaf and hearing children: semantic clustering and recall in trained and untrained groups.

Free recall tasks with semantically categorizable stimuli were given to 60 deaf and 60 hearing children, divided equally among Grades 3, 5, and 7 (ages 9, 11, and 13 years, respectively). Half the children were trained to use semantic categorization as a memory aid after the first study-test trial. All subjects were told category labels and sizes on the third recall trial. As hypothesized, older children showed more spontaneous semantic clustering and higher recall scores than younger children. Training increased clustering in all groups, while the provision of category information at retrieval increased clustering regardless of training condition. Contrary to expectations, deaf children used semantic clustering as much as hearing children. Deaf children's recall scores, however, were significantly lower than hearing children's. The specific contrasts observed between deaf and hearing children's performance suggest that deaf children's recall deficiencies probably reflect either inadequate knowledge of category membership or inflexibility in reclassifying individual items, rather than a general inability to recognize and use the categorical nature of a list as a mnemonic aid.     

Semantic and formational clustering in deaf and hearing subjects’ free recall of signs

To investigate whether formational properties of sign language are used spontaneously to organize long-term memory, 16 deaf college students were given a free recall task with items that could be categorized either by shared semantic category or by shared sign language hand shape. Both presentation and response modes (signed or written) were varied between subjects. Analyses revealed no effects of mode on trials to criterion or number of items recalled at 1 week. The clustering that occurred was exclusively semantic, with significantly higher clustering scores during acquisition trials in subjects required to sign their responses. In Experiment 2, formational clustering was encouraged by including formational similarity as the only experimenter-defined basis of categorization, by increasing formational similarity within categories, and by testing only subjects with high signing skills. Input and output modes were again varied between subjects. Subjects were deaf college students with deaf parents (n = 10) or hearing parents (n = 16), and hearing adults with deaf parents (n = 8). Again, spontaneous clustering by formational similarity was extremely low. In only one case— deaf subjects with hearing parents given signed input—did formational clustering increase significantly across the eight acquisition trials. After the categorical nature of the list was explained to subjects at a 1-week retention session, all groups clustered output by formational categories. Apparently, fluent signers do have knowledge of the formational structure of signs, but do not spontaneously use this knowledge as a basis of mnemonic organization in long-term memory.     

Sequential consistency and subjective clustering in the multitrial free recall of children

The organization imposed by children on lists presented in a multitrial free recall task was investigated in two experiments. In the first, 6 and 9 year olds were tested for multitrial free recall of an unstructured noun or mixed list, followed by two sorting trials. Organization was quantified using two structurally comparable indices. One was an index of subjective clustering, based on individual word groupings determined in the sorting trials, and the other was an index of the sequential consistency of recall order over successive trials. The older children had significantly higher scores on recall and subjective clustering but there was no age effect on sequential consistency. In the second experiment 6, 8 and 10 year olds were tested for multitrial free recall of line drawings of common objects. Two sorting trials followed and organization was quantified using the subjective clustering and sequential consistency indices. Recall and subjective clustering scores again showed significant increases with age. As before, no age effect on sequential consistency was found. The results were interpreted in terms of a differential sensitivity of the two indices to an age-related qualitative change in the basis of organization.     

Clustering by aphasics in free recall

Aphasic performance was compared to normal and left hemiplegic controls in the use of clustering to aid recall of a list of words in a multitrial free recall experiment. Use of clustering correlated with increased recall scores. Left hemiplegic performance was superior to aphasic and inferior to normal suggesting that the presence of brain damage decreased clustering but that this decrease was greater in the presence of aphasia. A second experiment examined the possibility of remediating aphasic clustering behavior by providing cues as a training device. Cues, which aided normals, did not benefit the majority of aphasics. Results are interpreted in terms of their relationship to cognitive functioning.     

Effects of search criterion upon unanticipated free recall of categorically related words

Ss determined whether words in a list were members of a relatively general or specific category (e.g., foods vs vegetables), and then they were given an unanticipated free recall test. Assumptions were that: (1) evaluating a word against a general criterion (e.g., food) results in the detection of fewer semantic elements than would evaluating it against a specific criterion (e.g., vegetable), and (2) detecting more semantic elements primes memory. In three studies, free recall scores were highest for the specific search. Instructions to form an image or to think of an association for each word did not improve recall. Telling Ss, just before recall, what categories composed the list increased recall clustering, but not recall.     

聋生汉字加工的自由回忆与词序位置记忆实验研究

本研究采用韵母相同、声母相同、音异形似和音同形似四类汉字字组,对使用手语聋生、使用口语聋生和听力正常大学生进行了自由回忆和词序位置记忆两个实验。结果表明,聋生不论在汉字字组的自由回忆中还是在汉字次序信息的记忆中,对汉字的记忆效果不仅都与字组类型有关,而且都受到了语音干扰,存在语音混淆现象。这就证明,聋生在汉字加工过程中使用了语音编码,语音编码在聋生汉字加工过程中确实起到了非常重要的作用。     

Passage organization and imposed learning strategies in comprehension and recall of connected discourse

Ninety-nine Ss were assigned randomly to learn a passage comprised of six paragraphs in which the statements were organized by concept name, or concept attribute, or in which the statements were scrambled. Each complete passage contained the same 36 statements. These treatments were orthogonally crossed with instructions to employ a name clustering strategy, an attribute clustering strategy, or a subjectively determined organizing strategy. Three learning trials were administered, each of which was followed by free recall. Passages organized by concept name were found to result in greater recall than passages organized by attributes. The name clustering strategy was more dominant than the attribute clustering strategy, lncongruence between passage organization and advocated clustering strategy resulted in greater recall than did congruency. Implications of these results for cognitive processing of information are discussed     

Two Theories of Visual Speed

A measure of clustering in free recall based upon the parameters of the original stimulus list (R/Opt. R) was proposed and compared with five other measures for eight recall protocols. The R/Opt. R measure was shown to be relatively independent of the length of the recall protocol, but yielded higher scores where fewer categories were utilized. Optimum clustering was defined not simply in terms of perfect ordering of elements within the protocol but also in terms of the number of categories and items within those categories in the original stimulus list.     

Walking before study enhances free recall but not judgement-of-learning magnitude

The authors investigated whether a brief bout of aerobic exercise can influence subsequent judgements of learning (JOLs) or memory performance. 80 college students (46 women and 34 men) completed 1 of 4 conditions using a 2×2 (encoding condition×retrieval condition) between-subjects factorial design. After a practice task, students either viewed an unrelated slide show while sedentary or completed a brisk 10-minute walk. Then, all students studied 30 English nouns and provided immediate JOLs. Finally, students again completed either the sedentary activity or exercised, followed by a free recall test. Exercise before encoding increased free recall scores by 25% compared with the sedentary condition; as a result, absolute metamemory accuracy also improved. Encoding condition did not influence mean JOLs, however, suggesting that students were unaware of the memory benefits from exercise. Overall, these results suggest that individuals can gain a memory advantage from a 10-minute walk before studying.     

Clustering in artificial categories: An equivalence analysis

Category clustering is a robust finding in the free recall of familiar category members, but has rarely been studied with artificial categories. In the present study, college students learned artificial categories via stimulus-equivalence methodology. Arbitrary match-to-sample training with nonsense syllables established three interrelated conditional discriminations, and, for most subjects, unreinforced test trials revealed the emergent stimulus-control relations considered to be evidence of equivalence classes. Free-recall tests revealed evidence of significant within-class clustering both before and after equivalence testing, but was more pronounced after the equivalence tests. These findings confirm that classic phenomena like clustering in free recall can be studied with stimulus-equivalence methodology, thus allowing for experimental control over relevant variables.