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951.
学习困难学生认知加工机制的研究 总被引:31,自引:1,他引:30
采用两因素混合实验设计,在严格控制条件下,比较了学困生和学优生在工作记忆容量上的差异,并在此基础上引入提示程序进一步探讨,学困生WM容量低主要是由存贮能力造成的还是由加工效率造成的或是两者时起作用的问题。 相似文献
952.
Cumming W 《Journal of the experimental analysis of behavior》1999,72(3):429-432
This book review, unfinished at the author's death, examines in historical context Thorndike's law of effect, his Animal Intelligence monograph of 1898, and related works on learning and behavior. 相似文献
953.
Chance P 《Journal of the experimental analysis of behavior》1999,72(3):433-440
The year of Thorndike's dissertation on animal intelligence, 1898, may mark the beginning of the field that eventually became known as the experimental analysis of behavior. The dissertation began a major shift in thinking about animal and human learning, provided important methodological innovations, and carried the seeds of later research and theory, particularly by B. F. Skinner. Although Thorndike was an associationist in 1898, the dissertation began the systematic search for fundamental behavioral processes, and laid the foundation for an empirical science of behavior. 相似文献
954.
Four different undergraduate psychology courses with no allotted classroom time slots were taught in the same term by means of a computer-based version of Keller's personalized system of instruction (PSI), called computer-aided personalized system of instruction (CAPSI). Students' performance and ratings indicate that CAPSI is a viable on-line educational method. 相似文献
955.
Two experiments with rats explored the effects of sodium deprivation induced by furosemide injections upon acquisition of taste aversion to sodium chloride (NaCl). In Experiment 1, rats under either sodium deprivation or a balanced nutrition condition were given access to a limited amount of NaCl solution prior to poisoning. When all rats were tested under sodium repletion, the previously sodium-deprived rats consumed less NaCl than did the nondeprived rats. This finding was replicated in Experiment 2A in which ingestion of a compound solution of NaCl and hydrochloric acid (HCl) was followed by poisoning. Consumption of HCl, however, showed the opposite pattern: the sodium-deprived rats drank more HCl than did the nondeprived rats, a result that was replicated in Experiment 2B. These results suggest that sodium deprivation strengthens the salience of NaCl, thereby facilitating acquisition of aversion to this taste and strongly overshadowing that to a simultaneously presented taste. 相似文献
956.
The Neural Basis of Motor-Skill Learning 总被引:2,自引:0,他引:2
Daniel B. Willingham 《Current directions in psychological science》1999,8(6):178-182
Recent work indicates that motor-skill learning is supported by four processes: a strategic process that selects new goals of what to change in the environment, a perceptual-motor integration process that adjusts to new relationships between environmental stimuli and the appropriate motor response, a sequencing process that learns sequences of motor acts, and a dynamic process that learns new patterns of muscle activations. These four processes can operate in one of two modes: an unconscious mode, in which one is aware only of the goal of the movement, or a conscious mode, in which one consciously controls detailed aspects of the movement. This article provides an overview of these four processes and two modes, and describes their neural bases. 相似文献
957.
表演式学习──表演理论对“最近发展区”的发展 总被引:1,自引:0,他引:1
美国当代心理学家、剧作家、表演理论的创始人弗雷德·纽曼(FredNewman)及其同事致力于在实践中发展维果茨基的理论,从表演的维度探讨了zpd的概念,并以此为核心提出了表演式学习的概念,以区别于在当今社会大行其道的工具性学习,即以获取知识和技能为目的的学习。表演理论通过对工具性学习的消极影响的批判及对表演式学习的倡导,在人的教育和发展方面提出了独到见解。 相似文献
958.
本研究从儿童心理发展的特点和数学学习之间的内在规律出发,综合考查了各类教学法在学前施教的利弊;同时,在活动教法、指导操作法、演示法和讲授法之间做了对比实验,并设计了一整套以指导操作法为主的学前数学教法,以演示为主的数学教法之间进行了长期、深人的跟踪对比实验。结果表明,在其他变量基本被控制的条件下,指导操作法优于其他的教法;实验班儿童的智能发展,特别是数学能力的发展,明显好于对照班的儿童。这个优势一直持续到小学毕业。 相似文献
959.
本文简要介绍了基于示例学习的认知技能获得的研究,涉及的问题包括示例学习的过程、影响认知技能获得的因素、认知技能获得中的练习和迁移等、在文章的最后,对这一领域的研究趋势进行了展望。 相似文献
960.
Overshadowed by more popular disciplines, the study of learning seems to have lost its prominent place in the undergraduate psychology curriculum. In the first part of this essay, we argue that one reason for this state of affairs is the current content of psychology of learning courses, namely, its disproportionate emphasis on facts, procedures, and everyday examples at the expense of functional and conceptual investigations. In the second part of the essay, we outline an alternative approach to the teaching of learning, one that emphasizes basic contents such as the conceptualization of learning as a biological adaptation or the study of temporal regulation, critical methodological issues such as the logic of experimental designs or the difficulties of measuring behavior, and broad epistemological problems such as the role of hypothetical constructs, the advantages of quantitative reasoning, or the origins of knowledge and its integration. By using learning as a means towards more fundamental ends, the splendor of the discipline and its prominent place in the undergraduate curriculum may be restored. 相似文献