共查询到18条相似文献,搜索用时 140 毫秒
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研究竞争情境对不同性别、认知风格学生运算性程序知识学习迁移的影响。结果发现:1对于不同类型的迁移题,竞争对不同认知风格学生的学习迁移有不同的影响。其表现为:对于同型题,场独立倾向学生在竞争情境下的迁移成绩要显著高于非竞争情境,场依存倾向学生在竞争情境下的学习成绩明显低于非竞争情境。对于近迁移和远迁移题,场独立和场依存倾向学生迁移成绩差异不显著;2对于不同类型的迁移题,竞争对不同性别学生的学习迁移具有不同影响。其表现为:对于远迁移题,在非竞争情境下,男生和女生的迁移成绩差异不显著;在竞争情境下,男生和女生的迁移成绩差异显著,男生的成绩要明显优于女生;对于同型题和近迁移题,男生和女生的迁移成绩差异不显著。 相似文献
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元认知监控活动对认知负荷和多媒体学习的影响 总被引:2,自引:0,他引:2
在多媒体学习的不同时段呈现元认知监控提示,考察其对认知负荷和学习成绩的影响.结果表明,有意识的监控活动增加了被试总的认知负荷,对学习的迁移有积极影响.元认知监控活动提高了迁移测试成绩,但对记忆成绩没有显著影响.在内在、外在元认知负荷较低情况下,增加元认知监控活动有更好的学习迁移效果. 相似文献
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为证实“解释法”样例设计的促进作用,实验考察了4年级小学生学习“解释”样例与普通样例、“解释”样例和“解释-标记”与普通样例的迁移效果。结果表明:(1)用“解释”样例学习分数加减运算规则的近迁移成绩明显优于普通样例,但远迁移成绩无显著差异;(2)用“解释-标记”样例学习分数乘除法运算规则的远迁移成绩明显优于“解释”样例和普通样例,但近迁移成绩差异不显著,学习“解释”样例的远迁移效果均明显优于普通样例;(3)学习“解释法”设计的比例运算样例,其远、近迁移成绩均明显优于普通样例的迁移成绩,并受被试先备知识的影响。 相似文献
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以不同认知负荷的连环数认知运算为实验材料,以小学三到六年级175名学生为被试,考察了认知负荷对小学生工作记忆资源分配策略的影响。结果表明:认知负荷的难度明显地影响到了小学生工作记忆资源分配策略。在策略的选择方面,认知负荷对于小学生认知操作成绩的影响力在低年龄段时没有达到显著性差异,而小学六年级则差异显著;在策略的正确率方面,认知负荷难度的影响力随年级的升高而相对减少;在策略的解题速度方面,认知负荷的难度也明显地影响到了小学生工作记忆资源分配策略的解题速度。 相似文献
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通过两个实验探讨了时间压力对类比推理的直觉加工的影响。实验1采用三因素混合实验设计,以48名大学生为被试,在不同时间压力条件下对不同相似性言语类比推理题进行喜好度判断和类比推理逻辑判断。实验2是在实验1的基础上用图形类比推理题代替语义类比推理题,以56名大学生为被试。结果发现:(1)时间压力下,对跨领域言语类比推理的直觉加工效应显著高于逻辑加工效应;(2)时间压力下,低难度图形类比推理题的直觉加工效应显著高于逻辑加工效应。无时间压力条件下,图形类比推理的逻辑加工效应优势明显;(3)时间压力对类比推理的直觉加工和逻辑加工均有影响 相似文献
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Three experiments (N = 144 college students) tested and documented the relationship between incidental learning of diagnostic schemata with performance on the Word Association Implications Test (WAIT). Moreover, Experiment 1 showed that instruction in diagnostic cues did not improve WAIT scores, although an incentive did. Experiment 2 supported the "developing schemata" concept by showing that subjects need to interpret WAIT protocols before they can generate possible diagnostic clues. Experiment 3 showed that inductive reasoning and viewing the task as more play- and game-like (vs. work- and test-like) predicted WAIT scores over and above the influence of incidental learning of schemata, in sum, results suggest that an heuristic discovery-oriented approach is most successful in learning "to read between the lines" of word associations. Discussion addresses the value of heuristic versus algorithmic approaches to the learning of personality assessment. 相似文献
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Luc Budé M. W. J. van de Wiel Tjaart Imbos Martijn P. F. Berger 《The British journal of educational psychology》2012,82(2):340-359
Background. In this study, the effect of guidance on students’ performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self‐explanations. Aim. The goal of this study was to investigate the effect of guiding questions on students’ understanding of statistics. Sample and Method. In an experimental setting, two randomly selected groups of students (N= 49) answered achievement and transfer questions on statistics as a measure of performance. Students in the intervention condition were given guiding questions to direct their way of reasoning before they answered the achievement questions. The students in the control condition were asked to write down their way of thinking before they answered the same achievement questions. In this way, both groups were stimulated to self‐explain, but only the reasoning processes of the students in the intervention condition were guided. Results and Conclusion. It was found that students in the intervention condition performed significantly better on achievement and transfer questions and that this effect of guidance was mediated by self‐explanations. Attitude towards statistics was positively related to performance. 相似文献
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Cognitive load theorists have only recently begun to test the role of the body in learning. Tracing the index finger over the surface of instructions while reading, an embodied pedagogy based on Montessori's sandpaper letters, may hold substantial promise for learning by reducing cognitive load. Two experiments tested whether students who traced their index fingers against paper‐based worked example instructions in triangle geometry (Experiment 1; N = 52) and order of operations (Experiment 2; N = 54) would perform better on a subsequent test than students who only studied the materials visually. Students in the tracing condition outperformed the non‐tracing condition on transfer problems in both Experiment 1 (d = .78) and Experiment 1 (d = .50), but hypotheses regarding self‐reports of cognitive load during testing were not supported. Implications for research and practice are discussed. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
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《Journal of personality assessment》2013,95(2):368-380
Three experiments (N = 144 college students) tested and documented the relationship between incidental learning of diagnostic schemata with performance on the Word Association Implications Test (WAIT). Moreover, Experiment 1 showed that instruction in diagnostic cues did not improve WAIT scores, although an incentive did. Experiment 2 supported the "developing schemata" concept by showing that subjects need to interpret WAIT protocols before they can generate possible diagnostic clues. Experiment 3 showed that inductive reasoning and viewing the task as more play- and game-like (vs. work- and test-like) predicted WAIT scores over and above the influence of incidental learning of schemata, in sum, results suggest that an heuristic discovery-oriented approach is most successful in learning "to read between the lines" of word associations. Discussion addresses the value of heuristic versus algorithmic approaches to the learning of personality assessment. 相似文献
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类比推理的影响因素及脑生理基础研究 总被引:6,自引:0,他引:6
类比推理是不同于演绎,也不同于归纳的一种独立的推理形式。作为人类认知发展的中心能力之一,类比推理已逐渐成为当代认知研究的一个活跃领域。研究表明类比推理不仅受顺序、因果结构、上下文连贯性等项目特征的影响,并且与加工速度、工作记忆等其它认知能力有密切关系。有关类比推理的神经影像研究则主要发现大脑左半球前部和后部区域的参与,似可进一步从脑生理水平表明类比推理与工作记忆存在密切关系。 相似文献
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This study investigated analogical transfer of conceptual structure from a prior-knowledge domain to support learning in a new domain of mathematics: division by fractions. Before a procedural lesson on division by fractions, fifth and sixth graders practiced with a surface analogue (other operations on fractions) or a structural analogue (whole number division). During the lesson, half of the children were also asked to link the prior-knowledge analogue they had practiced to fraction division. As expected, participants learned the taught procedure for fraction division equally well, regardless of condition. However, among those who were not asked to link during the lesson, participants who practiced with the structurally similar analogue gained more conceptual knowledge of fraction division than did those who practiced with the surface-similar analogue. There was no difference in conceptual learning between the two groups of participants who were asked to link; both groups performed less well than did participants who practiced with the structural analogue and were not asked to link. These findings suggest that learning is supported by activating a conceptually relevant prior-knowledge analogue. However, unguided linking to previously learned problems may result in negative transfer and misconceptions about the structure of the target domain. This experiment has practical implications for mathematics instruction and curricular sequencing. 相似文献