意図的な誤りによる大学生の記憶保持と転移促進の利点
Xiuyun Qiang1,2, Xiaofeng Ma1,2,3
1School of Psychology, Northwest Normal University, Lanzhou, China.
The British journal of educational psychology
|January 14, 2026
まとめ
意図的な誤りは、コピーと比較して学習と知識転移を強化する。検索練習も効果的だが、意図的な誤りは利点を示す可能性があり、学習者はその利点を過小評価する可能性がある。
科学分野:
- 認知心理学
- 教育心理学
- 学習科学
背景:
- 誤りは、低いリスクの教育環境において価値のある学習ツールとなり得る。
- 意図的な誤りと検索練習の比較有効性は、よく理解されていない。
研究 の 目的:
- 学習成果について、意図的な誤り、検索練習、コピーを比較すること。
- 即時および遅延保持と知識転移を評価すること。
- これらの戦略に対する学習者のメタ認知的な評価を調べること。
主な方法:
- 概念用語と文章を用いた大学生(N=96、N=103)を対象とした2つの実験。
- 学習者は意図的な誤り、検索練習、またはコピーに従事した。
- 即時/遅延保持、転移、およびメタ認知的な判断を測定した。
主要な成果:
- 意図的な誤りと検索練習は、コピーよりも記憶保持において優れていた。
- 意図的な誤りは、コピーと比較して知識転移において一貫した利点を示した。
- メタ認知的な評価は、意図的な誤りの有効性を過小評価した。
結論:
- 意図的な誤りは、知識転移と長期的な記憶保持に一貫した利点を提供する。
- 知識転移において検索練習を上回る可能性があり、さらなる研究に値する。
- 意図的な誤りに対するメタ認知的なバイアスが存在し、学習戦略の選択に影響を与える。
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