中学生知识学习观研究

采用自编的《中学生知识学习观量表》,探讨了中学生知识学习观的现状和特点。结果表明:(1)中学生的知识学习观在总体上还是建设性的;(2)不同性别、文理科学生在知识学习观各维度上存在显著差异;(3)初中生的知识学习观比高中生的知识学习观更具建构性;(4)不同成绩水平的学生在知识学习观各维度上存在显著的差异,知识学习过程观、知识价值观、知识学习态度观是中学生学习成绩的有效预测变量。     

Resisting Explanation

Although explanation is widely regarded as an important concept in the study of rational inquiry, it remains largely unexplored outside the philosophy of science. This, I believe, is not due to oversight as much as to institutional resistance. In analytic philosophy it is basic that epistemic rationality is a function of justification and that justification is a function of argument. Explanation, however, is not argument nor is belief justification its function. I argue here that the task of incorporating explanation into the theory of rational inquiry poses a serious challenge to our basic concept of epistemic rationality as well as the a priori method of inquiry that still lies at the heart of analytic philosophy. Specifically, it pushes us toward a much stronger form of naturalism than is generally thought necessary, one in which argument and explanation are recognized as distinct and equally fundamental cognitive processes whose dynamic relationship is one of the central issues in the theory of rationality.     

心理因素对高中生学业成就的影响

采用问卷法和量表法考察了原有知识、学习策略、智力与非智力因素等心理因素对高中生学业成就的影响程度及其作用机制。结论如下:(l)高中生的主要心理因素与学业成就之间均呈显著的正相关;(2)原有知识、学习策略和非智力因素是导致高中生学业成就出现差异的直接影响因素。原有知识的影响程度明显高于学习策略和非智力因素;(3)智力通过原有知识对学业成就发挥重要的间接影响;(4)非智力因素还通过原有知识对学业成就有显著的间接影响。     

青少年元记忆能力发展的认知研究

元记忆是个体所具有的与自己的记忆活动有关的信念及监控系统 ,其发展研究包括元记忆知识的习得与发展、元记忆监控能力的发展等。 2 0年来的研究表明 :青少年元记忆能力的发展具有年龄阶段性和关键期 ,年龄和教育训练是其两个重要影响因素。但该领域研究还存在理论概括性不高、被试代表性不强和比较缺乏多因素实验研究等问题。其未来的研究中宜采用多因素实验设计 ,不断提高研究的系统性和生态学效度     

Cognitive ability in virtual reality: Validity evidence for VR game‐based assessments

Virtual reality (VR) technology may provide unique benefits for assessing individual characteristics, in contrast with traditional assessments. This study examined validity evidence for the use of VR game (VRG) scores to indicate specific cognitive abilities. Participants completed three VRGs, three computer‐based assessments (CBAs), and additional scales. To evaluate convergent validity, VRG scores were compared with CBA scores. For divergent validity, VRG scores were compared with five factors of personality based on the Five Factor Model. For criterion‐related validity, VRG scores were compared with academic achievement (i.e., grade point average). Findings generally provided support that the VRG scores are related to certain spatial reasoning subdimensions of cognitive ability. However, further research is needed to examine the qualities of VRGs as assessment tools.     

Role of prior knowledge in implicit and explicit learning of artificial grammars

Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity-based knowledge). In an AGL experiment, a general knowledge manipulation involved expectations being either congruent or incongruent with training stimulus structure. Inconsistent observations paradoxically led to an advantage in structural knowledge and in the use of general world knowledge in both explicit (conscious) and implicit (unconscious) cases (as assessed by subjective measures). The above findings were obtained under conditions of reduced processing time and impaired executive resources. Key findings from our work are that implicit AGL can clearly be affected by general knowledge, and implicit learning can be enhanced by the violation of expectations.     

When Stronger Knowledge Slows You Down: Semantic Relatedness Predicts Children's Co‐Activation of Related Items in a Visual Search Paradigm

A large literature suggests that the organization of words in semantic memory, reflecting meaningful relations among words and the concepts to which they refer, supports many cognitive processes, including memory encoding and retrieval, word learning, and inferential reasoning. The co‐activation of related items has been proposed as a mechanism by which semantic knowledge influences cognition, and contemporary accounts of semantic knowledge propose that this co‐activation is graded—that it depends on how strongly related the items are in semantic memory. Prior research with adults yielded evidence supporting this prediction; however, there is currently no evidence of graded co‐activation early in development. This study provides the first evidence that in children the co‐activation of related items depends on their relational strength in semantic memory. Participants (N = 84, age range: 3–9 years) were asked to identify a target (e.g., bone) amid distractors. Children's responses were slowed down by the presence of a related distractor (e.g., puppy) relative to unrelated distractors (e.g., flower)—suggesting that children co‐activated related items upon hearing the name of the target. Importantly, the degree of this co‐activation was predicted by the strength of the target–distractor relation, such that distractors more strongly related to the targets slowed down children to a larger extent. These findings have important implications for understanding how organized semantic knowledge affects other cognitive processes across development.     

Children's expectations and episodic reports over 12 weeks: Influences on memory for a specially designed pediatric examination

This investigation extended work on the linkage between knowledge and remembering by exploring the relation between generic and episodic memory representations. Thirty 6-year-old children experienced a mock physical examination with some expected components omitted and other unexpected actions included. Immediately and again after 12 weeks, the children reported the event, answered questions about what usually happens in an examination, and rated their confidence in aspects of their reports. They remembered more typical than atypical present components, that is, those included in the examination, and, over time, falsely reported more typical than atypical actions. The children produced intrusions of expected-but-omitted medical features at the delay but with lower confidence ratings than they provided for correctly recalled items. Performance on a source monitoring task was associated with aspects of the children's confidence ratings for intrusions. The findings provide evidence that the relation between episodic and generic representations is dynamic and suggest that the capacity to differentiate between them contributes to the development of accurate eyewitness memory.