学习策略与程序性知识迁移关系的研究

本研究以学习者拥有领域知识的水平差异为基点 ,结合元认知监控手段 ,考察学习策略与程序性知识迁移之间的关系。结果表明 :(1 )以揭发意义或价值、建立新旧知识信息间实质性联结的解释策略对拥有高、低领域知识组的被试具有明显促进问题解决的作用 ;而以相似性为基础的练习策略往往在学生头脑中建立的是新旧知识间表面特征的联结 ,因而程序化技能的迁移范围不如前者。 (2 )在运用获得的认知技能碰到阻碍时 ,解释策略不仅使高知组被试能够突破无关变量的影响 ,而且也在一定程度上弥补低知组被试掌握的规则缺陷。     

Character and Knowledge: Learning from the Speech of Experts

This paper discusses the ways in which a person’s character (ethos) and a hearer’s emotional response (pathos) are part of the complex judgments made about experts’ claims, along with an actual assessment of those claims (logos). The analysis is rooted in the work of Aristotle, but expands to consider work on emotion and cognition conducted by Thagard and Gigerenzer. It also draws on some conclusions of the general epistemology of testimony (of which expert testimony is a special subset), where it is argued that we learn not just from the transmission of another’s beliefs, but from the words they speak. This shifts the onus in testimony away from the intentions of a speaker onto the judgments of an audience, capturing better its social character and reflecting our experience of receiving testimony. I conclude, however, that accepting the arguments of experts involves much more than simply believing what they say.     

Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases

Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary socio-relational case content, on case-based knowledge acquisition and transfer on future ethical decision-making tasks. Study findings suggest that emotional case content stimulates retention of cases and facilitates transfer of ethical decision-making principles demonstrated in cases.     

Habitual Learning as Being-in-the-World: On Merleau-Ponty and the Experience of Learning

In Phenomenology of Perception,both intellectualism and empiricism were blamed for not grasping consciousness in the act of learning.This was,Merleau-Ponty thought,due to an objective volatilizing of the subjective role of the lived body in perception.In order to overcome the difficulties in the tradition of learning and the philosophy of consciousness,Merleau-Ponty's next important step was to take maximal grip as a central case of learning.To him,learning as being-in-the-world,basically has to be sketched out in embodied and socially contextualized situations.Drawing upon this asymmetrical identity from Merleau-Ponty,our argument in this paper is that leaming is best understood as a phenomenon that involves the leamer's engagement with the world and her intention to make sense of its structures.A new perspective is thus employed to present learning as an embodied and socially embedded phenomenon,which is always projected by habitual experience and involves transcendence.These characteristics of learning are brought together in an integral and comprehensive way and have relevance to studies of learning in institutions and in daily experience.     

Two-Year-Old Children's Understanding of Visual Perception and Knowledge Formation in Others

A landmark study by O'Neill (1996 O'Neill , D. K. ( 1996 ). Two-year-old children's sensitivity to a parent's knowledge state when making requests . Child Development , 67 , 659 – 677 .[Crossref], [Web of Science ®] , [Google Scholar]), in which 2-year-old children were found to be more likely to point toward a hidden object to help an adult who was unsighted during the hiding event than to point helpfully for an adult who had been sighted, seems to undermine the conventional assumption that children this young do not understand the relationship between seeing/not seeing and knowing/not knowing. Concerns remain, however, as to whether the children's success was mentalistic or behavioral. In two experiments, 2-year-old children received first-person experience with two kinds of glasses of different colors but with apparently identical opaque lenses, one of which blocked their vision and the other of which they could see through. When the parent was wearing these glasses, the children were able to use their own first-person experience of the glasses to infer whether the adult could see or not. Despite this, they did not understand the causal relationship between visual perception and knowledge formation, as demonstrated by their indiscriminate pointing behavior in response to an ignorant or a knowledgeable parent. However, in a third experiment, we examined the relationship between experience of the adult's behavioral incompetence when wearing glasses of a certain color and the children's pointing behavior. Here they tended to point appropriately. We conclude that the phenomenon reported by O'Neill (1996 O'Neill , D. K. ( 1996 ). Two-year-old children's sensitivity to a parent's knowledge state when making requests . Child Development , 67 , 659 – 677 .[Crossref], [Web of Science ®] , [Google Scholar]) yields to an account in terms of the 2-year-olds' assumptions about behavioral competence/incompetence rather than about knowledge/ignorance.     

Consequences of Supervisor Knowledge Hiding in Organizations: A Multilevel Mediation Analysis

Drawing on the theoretical framework of social cognitive theory, our study explores the multilevel mediation model in which moral disengagement (level-1) mediates the direct relationships between knowledge hiding by supervisors from subordinates (KHSS: level-2) and supervisor directed organizational citizenship behavior (SOCB: level-1) and supervisor directed silence (SS: level-1). Drawing on multi-sourced, multi-timed, and multilevel data of 306 subordinates nested within 83 supervisors, multilevel structural equation modeling (ML-SEM) was used to test the proposed model. The results demonstrate that KHSS, first, fosters subordinates’ moral disengagement, which in turn reduces their SOCB and enhances their SS. Our findings offer several useful theoretical and managerial implications of the negative consequences of supervisor knowledge hiding in organizations. As one of the first studies to provide empirical evidence for the existence of supervisor knowledge hiding (i.e. KHSS), this research highlights the consequences of KHSS on subordinates’ moral disengagement, SOCB, and SS.     

内隐学习中的知识习得及其无意识性测量*

本研究采用经典的人工语法范式,并引入迁移任务探讨在记忆和规则探索两种指导语条件下,被试所习得的究竟是规则还是组块？同时采用结构知识主观测量的方法,对内隐学习习得知识的无意识性进行测量。结果发现记忆指导语条件下的被试能成功区分合法串和非法串,即出现语法学习效应,但规则探索指导语条件下的被试并没有表现出语法或组块学习效应,结构知识的主观测量发现这种内隐学习的优势效应主要来自无意识结构知识的贡献;在迁移研究中发现附带学习组和有意学习组均在迁移任务上表现出语法学习效应,这表明在人工语法学习中所获得的语法规则是抽象的和可迁移的。     

Transnational Discourses of Knowledge and Learning in Professional Work: Examples from Computer Engineering

Taking a Foucauldian framework as its point of departure, this paper discusses how transnational discourses of knowledge and learning operate in the profession of computer engineering and form a certain logic through which modes of being an engineer are regulated. Both the knowledge domain of computer engineering and its related labour market is heavily internationalised and characterised by a general focus on universalism and standardisation. Moreover, rapid shifts in technologies and institutional arrangements contribute to an embracement of more wide-ranging discourses related to lifelong learning and the enterprising self. Thus, dominant discourses of knowledge and learning within this profession reflect processes of globalisation and take a transnational character. The paper discusses how the discourses in play constitute mechanisms of governmentality that present certain expectations to professionals and shape their energies, efforts and desires in certain directions. In order to be influential, however, the discourses depend on individuals who take up the subject positions offered and enact them in locally relevant and partially creative ways. Thus, careful analyses of the discourses in specific knowledge communities, as well as of their interrelated subject positions, may enhance our understanding of the more epistemic dimensions of globalisation and how these come to influence the imaginations of individuals as ‘citizens of the world.’     

The Reciprocal Transfer of Learning from Journals to Practice

A strong case can be made for the reciprocal transfer of learning between the journals and practice, as well as for blurring the distinction between the science and practice of I/O psychology. This is because journals consistently provide answers for practice, and the implementation of the answers provides a basis for publication and subsequent research. The author's research and practice in the areas of employee motivation, performance appraisal, training, and personnel selection are used in support of these arguments.     

Living and Learning: Reproducing Beliefs in Selective Experience

People's decisions shape their experience. For example, a recruitment officer decides between job applicants and cannot evaluate the suitability of rejected applicants. The selection decisions thus affect the content of the officer's experience of suitable and unsuitable applicants, and experiential learning is achieved from a selective sample of experiences. It is suggested that people's beliefs are sensitive to the content of the experienced sample, but the mind cannot adjust for the selectivity of the sample even when it results from the individual's own decisions. Two experiments with a recruitment task showed that incorrect prior beliefs survive experiential learning when the beliefs are reproduced and thus appear to be confirmed, in actual experience. When the task was to achieve high performance, incorrect prior beliefs persisted because they were reproduced in a smaller sample of selected job applicants. In contrast, when the task was focused on learning, a greater number of applicants were selected, and a more representative experience therefore revised incorrect beliefs. The actual content of the experienced sample is thus crucial for the persistence, as well as for the revision, of incorrect beliefs. Further, as predicted by the hypothesis of constructivist coding, when feedback was absent for rejected applicants, participants constructed “internal feedback” in line with the expectation that the rejected applicant was unsuitable. Thus, when fewer applicants were hired, participants came to believe that the actual proportion of suitable applicants was low. Finally, the implications for efforts to reduce bias and improve experiential learning are discussed. Copyright © 2012 John Wiley & Sons, Ltd.     

公共组织学习的心理学透视：经验习得与信息加工

本文从心理学关于学习的概念,关于行为、认知与信息加工的行为学习理论、社会学习理论和信息加工理论,以及行为绩效的心理学原理角度,阐述了我们所提出的公共组织学习的概念框架的心理学理论基础。认为从心理学角度透视公共组织学习,其实质是经验习得与信息加工的过程。这充分体现了心理学基本理论原理在公共组织学习理论建构中所具有的重要应用价值。     

Learning Strategies and Transfer in the Domain of Programming

We report two studies involving an intelligent tutoring system for Lisp (the Camegie Mellon University Lisp Tutor). In Experiment 1, we developed a model, based on production system theories of transfer and analogical problem solving, that accounts for effects of instructional examples, the transfer of cognitive skills across programming problems, and practice effects. In Experiment 2, we analyzed protocols collected from subjects as they processed instructional texts and examples before working with the Lisp Tutor and protocols collected after subjects solved each programming problem. The results suggest that the acquisition of cognitive skills is facilitated by high degrees of metacognition, which includes higher degrees of monitoring states of knowledge, more self-generated explanation goals and strategies, and greater attention to the instructional structure. Improvement in skill acquisition is also strongly related to the generation of explanations connecting the example material to the abstract terms introduced in the text, the generation of explanations that focus on the novel concepts, and spending more time in planning diminishing returns. Finally, reflection on problem solutions that focus on understanding the abstractions underlying programs or that focus on understanding how programs work seems to be related to improved learning.