认知风格对学生解题迁移的影响

本文通过实验,对初中生的平面几何成绩与其认知风格之间的关系、解题者对迁移题与源题之间共性关系的意识水平对解题迁移的影响进行了研究。结果表明(1)初中生的平面几何成绩与认知风格有显著的正相关;(2)在平面几何解题过程中,当迁移题与源题之间具有结构共同性,且表面相似性和条件隐蔽性为中等程度时,解题者对先后问题之间共性关系的意识水平对解题迁移有显著影响。     

不同认知风格学生的问题共性意识水平对解题迁移的影响

 本文通过实验,对初中生的平面几何成绩与其认知风格之间的关系、解题者对迁移题与源题之间共性关系的意识水平对解题迁移的影响进行了研究。结果表明:(1)初中生的平面几何成绩与认知风格有显著的正相关;(2)在平面几何解题过程中,当迁移题与源题之间具有结构共同性,且表面相似性和条件隐蔽性为中等程度时,解题者对先后问题之间共性关系的意识水平对解题迁移有显著影响。     

选择性注意中意识与无意识过程分离的实验研究

以汉语单字词为材料,通过颜色来区分目标和分心物,采用过程分离程序,直接探讨了目标激活与分心物抑制和意识、无意识过程之间的关系。结果表明,（１）靶词充当分心物时,不仅意识过程存在的概率降低,无意识过程存在的概率也降低。这一结果说明,在选择性注意任务中,信息是有关还是无关,并不能分离意识和无意识过程;（２）靶词充当目标时,加工水平影响Ｐｃ,但不影响Ｐｕ,而靶词充当分心物时,加工水平既不影响Ｐｃ,也不影响Ｐｕ。因此,加工水平能否分离意识和无意识过程,依赖于靶词的作用或信息是否有关     

大学生学科问题类比迁移的实验研究

考察了单个和两个源问题条件下大学生学科问题类比迁移的情况。实验1考察表面特性对学科问题迁移成绩的影响,以及个体的时间控制、解题策略。实验2考察两个源问题表面相似关系和思路归纳关系对迁移成绩的影响。结果表明：1)表面相似性对迁移成绩影响显著,同领域学科问题之间更容易迁移;2)依据表面和依据结构来激活源问题都是有效策略．源问题学习时间与迁移效果之间不存在显著关系;3)思路归纳对迁移成绩影响显著。     

加工水平对不同类型内隐记忆测试的影响

许多内隐记忆研究表明 ,加工水平影响外显记忆而不影响内隐记忆 ,这样的实验结果被一些研究者认为是外显记忆与内隐记忆系统分离的重要依据之一。实际上 ,内隐记忆研究中的加工水平问题一直存在争议 ,加工水平效应作为两类记忆系统分离的依据是不充分的。在我们的这项实验中 ,结果表明 ,加工水平影响概念样例生成这种内隐记忆测试而不影响知觉辨认测试。     

不同基准年级下锚题难度范围与年级离散程度对垂直量尺化的影响

使用3PLM和蒙特卡洛法生成数据,基于非等组锚题设计,考察不同基准年级下锚题难度范围与年级离散程度对垂直量尺化的影响。结果发现：(1)基准年级的选择会影响垂直量尺化的精度。(2)锚题设计下垂直量尺化的转换不宜超过两个年级。(3)不同基准年级下,年级离散程度越小,估计精度越好。(4)不同基准年级下,对锚题难度范围的选择应有所不同。(5)年级离散程度与锚题难度范围之间存在交互效应。     

负相容效应中启动项-目标项关系对阈下信息加工的影响

采用掩蔽启动范式考察了负相容效应中启动项与目标项关系对阈下信息加工的影响,以及是否存在语义水平的负相容效应.两个实验分别以双箭头和汉字为掩蔽启动项,考察启动项和目标项重复、加工水平相同及加工水平不同三种条件下的启动效应.结果发现,两个实验的重复及加工水平相同条件下都出现负相容效应,且重复条件下启动量最大,加工水平不同条件下则无启动.这表明:(1)启动项与目标项的知觉重复影响启动量,但不是负相容效应的必要条件,只有当启动项和目标项加工水平相同时,才出现负相容效应;(2)存在语义水平上的负相容效应,阈下语义信息可得到加工并表现为对后继同类反应的抑制.     

图式化程度对解决代数文字题的影响

本研究探讨了图式化程度即例子的概括化程度对解决代数文字题的影响。结果表明 :(1 )例子的表层类似性与目标问题具有一种格式塔的同型效应 ,容易解决“属性”一一对应的问题。 (2 )由例子表层类似性构成的图式化程度低 ,迁移的范围比较窄 ;由例子结构类似性构成的图式化程度高 ,适用的范围比较宽。 (3 )尽管增加了例子与目标问题的难度 ,由结构类似性形成的代数图式仍然可以比较容易地解决目标问题     

无决策成分的靶记忆与源记忆的加工深度比较

本研究通过两个实验来比较源记忆和靶记忆的难度。实验一比较两种记忆提取阶段的事件相关电位（ERPs）。实验二设置较高的成功标准,比较两者达标所需的时间,以此比较它们的难度。在实验一中,被试先进行项目记忆任务,接着进行源记忆任务（从两位虚拟人处接收项目,并记住项目的来源）和靶记忆任务（向两位虚拟人递送项目,并记住项目的去向）。源记忆和靶记忆的测试阶段要求被试再认项目的源或靶,并记录提取阶段的脑电。结果显示,虽然源记忆与靶记忆的正确率没有显著差异,但是在正确提取的ERP中观察到,两者与回想有关的LPC之间有边缘显著差异（靶记忆比源记忆更趋正向,且在顶区差异最明显）,这说明在回想上,靶记忆可能比源记忆需要更深的加工。实验二将源记忆和靶记忆结合在同一个任务中,要求被试反复尝试,直至两种记忆的正确率都达到较高的成功标准（近90%）。结果进一步证实,源记忆的加工水平深于源记忆。     

阅读水平不同的儿童解决比较型算术题研究

以不同阅读水平的30名小学三年级儿童为被试,以比较型算术应用题为材料,对解决算术应用题的能力进行研究,结果如下：1)在总得分上,阅读能力优秀组的得分显著高于阅读能力不良组,其它各组之间差异不显著。在解决问题的总时间上,阅读理解主效应显著,各组之间差异均显著,阅读能力越好,解题时间越少。2)题目类型主效应显著,一致型题得分显著高于不一致型题。在解题时间上,题目类型主效应不显著。     

Working memory and intrusions of irrelevant information in a group of specific poor problem solvers

An important body of evidence has shown that reading comprehension ability is related to working memory and, in particular, to the success in Daneman and Carpenter's (1980) reading and listening span test. This research tested a similar hypothesis for arithmetic word problems, since, in order to maintain and process the information, they require working memory processes. A group of children possessing average vocabulary but poor arithmetic problem-solving skills was compared with a group of good problem solvers, matched for vocabulary, age, and socioeconomic status. Poor problem solvers presented lower recall and a greater number of intrusion errors in a series of tasks testing working memory and memory for problems. The results obtained over a series of six experimental phases, conducted during a 2-school-year period, offer evidence in favor of the hypotheses that groups of poor problem solvers may have poor performance in a working memory test requiring inhibition of irrelevant information (Hypothesis 1), but not in other short-term memory tests (Hypothesis 2), that this difficulty is related to poor recall of critical information and greater recall of to-be-inhibited information (Hypothesis 3), that poor problem solvers also have difficulty in remembering only relevant information included in arithmetic word problems (Hypothesis 4) despite the fact that they are able to identify relevant information (Hypothesis 5). The results show that problem-solving ability is related to the ability of reducing the memory accessibility of nontarget and irrelevant information.     

The effects of superficial and structural information on online problem solving for good versus poor anagram solvers

The two experiments reported here tested two predictions concerning the sensitivity of good and poor problem solvers to superficial and structural information during online problem solving: (a) Superficial features have a greater effect on solution difficulty for poor problem solvers, whereas (b) structural features have a greater effect on solution difficulty for good problem solvers. The tests were conducted in the domain of anagram solution by manipulating or measuring several superficial and structural characteristics in this domain. The results supported both predictions. They also indicated that better problem solvers have access to structural information from the earliest stages of processing (within the first 2 s). The authors discuss the implications of their results for the types of solution strategies used by more and less competent anagram solvers.     

The effects of superficial and structural information on online problem solving for good versus poor anagram solvers

The two experiments reported here tested two predictions concerning the sensitivity of good and poor problem solvers to superficial and structural information during online problem solving: (a) Superficial features have a greater effect on solution difficulty for poor problem solvers, whereas (b) structural features have a greater effect on solution difficulty for good problem solvers. The tests were conducted in the domain of anagram solution by manipulating or measuring several superficial and structural characteristics in this domain. The results supported both predictions. They also indicated that better problem solvers have access to structural information from the earliest stages of processing (within the first 2 s). The authors discuss the implications of their results for the types of solution strategies used by more and less competent anagram solvers.     

Problem-Solving Appraisal,Health Complaints,and Health-Related Expectancies

The authors examined the relation of problem-solving appraisal to health complaints and health-related expectancies among 321 undergraduates. Results indicated that self-appraised effective problem solvers reported fewer current physical symptoms during the 3 weeks prior to assessment and fewer health problems on the day of assessment than did ineffective problem solvers. Self-appraised effective problem solvers also had greater internal and lower chance expectancies for health outcomes than did ineffective problem solvers. Ineffective self-appraised problem solvers reported more negative health perceptions 3 months later during the week of final examinations. Personal control over emotional experiences when engaging in problem solving was significantly predictive of health perceptions. Results are integrated with theoretical models of problem solving and behavioral health. Implications for counseling are discussed.     

认知灵活性和顿悟表征转换：练习类型的影响

以停车场问题为实验材料,以42名大学生为被试,探讨认知灵活性高和低的被试在不同练习类型下顿悟问题表征转换的差异。结果表明：1）不同的练习类型对顿悟表征转换有影响,被试在难度逐渐增加的练习类型下比在简单的练习类型下顿悟产生得更快;2）顿悟表征转换的速度因认知灵活性的不同有差异,在简单的练习类型下,认知灵活性高的被试比认知灵活性低的被试顿悟产生得更早,在难度逐渐增加的练习类型下两者无差异;3）认知灵活性高的被试比认知灵活性低的被试顿悟问题解决更快。     

知识经验与顿悟：来自认知神经科学的证据

知识经验对于顿悟问题解决是一把双刃剑,强势知识会阻碍顿悟问题解决,弱势知识才是顿悟问题解决的关键。强势知识引导的组块效应、约束效应和固着效应等心理定势现象,“帮助”问题解决者以惯用方案来理解、思考和解决问题。之所以会这样,可能是因为大脑内存在一套具有优先级差的层级加工系统,赋予惯用方案的优先级最高。不过,惯用方案不仅不能够解决顿悟问题,而且还会通过注意竞争和注意失灵方式来阻碍新异方案的探索和执行,所以,问题解决者往往都会进入思维僵局。僵局的打破和顿悟的实现,需要抑制住强势知识及其相关的惯用方案、激活弱势知识和新异方案,这违反了大脑的认知加工惯性,是很难以自发发生的。但是,可以通过激活扩散来增强弱势知识的激活水平,或者是拓宽注意范围、提高注意灵活性来增加弱势知识激活的可能性,从而促进顿悟问题解决。     

Self-Perceived Effective and Ineffective Problem Solvers' Differential Views of Their Partners' Problem-Solving Styles

The purpose of this investigation was to investigate if self-perceived ineffective problem solvers (SPIPS; high scorers on the Problem Solving Inventory [PSI; Heppner, 1988]) as compared with self-perceived effective problem solvers (SPEPS; low scorers on the PSI) would view their significant others' problem-solving style and level of problem solving more negatively. Participants included 101 SPIPS and SPEPS and their 101 respective partners. Results indicate that SPIPS as compared with SPEPS perceived their partners' problem-solving style more negatively. Likewise, the former compared with the latter and men compared with women rated their partners' level of problem solving as less effective. Implications for counselors are discussed.     

Detection of Cognitive Structure with Protocol Data: Predicting Performance on Physics Transfer Problems

This article presents a cognitive map proposed to be associated with understanding of the “system concept,” one component of the physics principle of Newton's second low. A definition of the concept is followed by the results of a problem-solving experiment designed to investigate whether or not good problem solvers possess cognitive structures similar to the one proposed. Think-aloud protocols were collected as subjects solved a series of physics problems involving Newton's second law. Coding schemes were used to analyze these protocols and to develop a quantitative index intended to reflect the extent to which subjects possessed certain components of the proposed structure. This index proved a highly significant predictor of performance on Newton's second law transfer problems contained in a written exam. In contrast, performance on a set of familiar problems in the same written exam was not a good predictor of performance on transfer problems. These results indicate that cognitive structures that connect the equation ΣF = ma and the concept of choosing appropriate systems are at least part of what constitutes understanding of the principle of Newton's second law. Implications for physics education and problem-solving research are presented.     

样例表面内容对问题解决类比迁移过程的影响

探讨样例与新问题表面内容不同的相似关系对类经迁移过程的影响。实验１要求被试学习概率问题的样例后,解决与样例表面内容相似关系不同的新问题。结果表明,在新问题的内在原理与样例相同的情况下,两者表面根貌相似有利于被试对新问题的类化,表面对应相似则促进被试对公式的正确运用;