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Dianne C. Berry Donald E. Broadbent 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1987,39(4):585-609
Three experiments examine the effects of two different forms of explanation on assisted performance on a complex search task. The task involves determining which of a set of factories is responsible for polluting a river by testing the river for the presence or absence of various pollutants. All subjects receive computer suggestions as to which pollutants they should test for. In addition, some subjects receive an explanation of the principle according to which the advice program works. Two forms of explanation are compared. Experiment 1 shows that subjects who are allowed to ask “why” each computer recommendation is made perform significantly better than those who are provided with a block text of explanation at the start of each trial. Experiment 2 shows that the latter type of explanation is not completely ineffective, however. Subjects who are required to verbalize following the single explanation perform significantly better than do subjects who are required to verbalize but who have not received any form of explanation. Finally, Experiment 3 shows that subjects who receive the multiple “why” explanations or the explanation/verbalization combination maintain a superior performance level on subsequent unaided trials. 相似文献
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Dianne C. Berry 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1991,43(4):881-906
This study looks at whether or not a crucial role is played by the learner's own actions in tasks known to give rise to implicit learning. Experiment 1 shows that experience of watching another person controlling Berry and Broadbent's (1984) sugar production and person interaction tasks has no effect on subsequent control performance. Experiment 2 demonstrates that this lack of effect of observing is limited to tasks where the underlying relationship is not obvious or salient. In Experiment 3 the length of the observation period is doubled, but this still has no beneficial effect on subsequent control performance. Experiments 4 and 5 address the question of what it is about controlling itself that leads to learning. They examine whether it is the decision-making component or the physical interaction component that is important. The results emphasize the importance of the role of action in learning to control these tasks. They show that decision must be tied to action in order to be maximally effective, at least in the early stages of learning. 相似文献
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Dianne Neumark-Sztainer Melanie M Wall Mary Story Cheryl L Perry 《Health psychology》2003,22(1):88-98
This study aimed to identify correlates of unhealthy weight-control behaviors in adolescents to guide the development of programs aimed at the primary prevention of disordered eating. A model explaining unhealthy weight-control behaviors was tested among 4,746 adolescents using structural equation modeling. Models fit the data well and explained 76% of the variance in unhealthy weight-control behaviors among girls and 63% among boys. Weight-body concerns were a strong correlate of unhealthy weight-control behaviors in both girls and boys. Models also emphasized the importance of weight-specific social norms within the adolescent's proximal environment. Findings suggest the importance of addressing weight-body concerns within prevention programs and extending interventions beyond classroom settings to ensure changes in weight-related norms among peer groups and family members. 相似文献
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The Psychological Record - Three experiments were conducted to evaluate the effects of training method, English vs. non-English syntax, and number of training items on the learning of two-word... 相似文献
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Axel Buchner Joachim Funke Dianne C. Berry 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1995,48(1):166-187
Negative correlations between task performance in dynamic control tasks and verbalizable knowledge, as assessed by a post-task questionnaire, have been interpreted as dissociations that indicate two antagonistic modes of learning, one being “explicit”, the other “implicit”. This paper views the control tasks as finite-state automata and offers an alternative interpretation of these negative correlations. It is argued that “good controllers” observe fewer different state transitions and, consequently, can answer fewer post-task questions about system transitions than can “bad controllers”. Two experiments demonstrate the validity of the argument by showing the predicted negative relationship between control performance and the number of explored state transitions, and the predicted positive relationship between the number of explored state transitions and questionnaire scores. However, the experiments also elucidate important boundary conditions for the critical effects. We discuss the implications of these findings, and of other problems arising from the process control paradigm, for conclusions about implicit versus explicit learning processes. 相似文献