相关概念视频
01:22Purposive Learning
153
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
153
01:21Cognitive Learning
438
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
438
01:16Interference and Decay
174
Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
174
01:18Classical Conditioning
586
Associative learning, a core principle in behavioral psychology, involves forming connections between events and facilitating learned responses. This concept is vividly illustrated by classical conditioning, a process extensively studied by the Russian physiologist Ivan Pavlov. Pavlov's pioneering research on dogs' digestive systems led to the discovery that behaviors can be learned through association, laying the groundwork for classical conditioning.
Ivan Pavlov observed that dogs...
Ivan Pavlov observed that dogs...
586
01:20Desensitization and Tachyphylaxis
1.9K
Tachyphylaxis is described as a rapid decrease in response to a drug after repeated or continuous administration of the same drug dose. It is a phenomenon where the body becomes less responsive to a particular substance or intervention over time, requiring higher doses or stronger interventions to achieve the same effect. It results from adaptive changes in the body's receptors, signaling pathways, or physiological processes that occur in response to prolonged exposure to a stimulus.
1.9K
02:30Naturalistic Observations
15.5K
If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
15.5K
您也可能阅读
相关文章
通过共同作者、期刊和引用图与本文相关的文章。
排序
Same journal
Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science.
Instructional science·2023
Same journal
Fostering engineering and science students' and teachers' systems thinking and conceptual modeling skills.
Instructional science·2023
Same journal
Promoting learning transfer in science through a complexity approach and computational modeling.
Instructional science·2023
诱人的细节会阻碍学习,即使它们不会破坏学习.
Anna Kienitz1, Marie-Christin Krebs1, Alexander Eitel1
1Department of Educational Psychology, Justus-Liebig-Universität Gießen, Otto-Behaghel-Str.10D, 35390 Gießen, Germany.
Instructional science
|June 26, 2023
概括
多媒体学习中诱人的细节通过转移注意力而不是破坏整合来阻碍回忆. 减少转移的提示提高了学习成果.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术
- 多媒体学习学习
背景情况:
- 多媒体教学中的诱人的细节可能会对学习产生负面影响,但潜在的认知机制仍在争论中.
- 现有的研究对转移或破坏是否最能解释这些有害影响提出了不同的结论.
研究的目的:
- 调查诱惑细节的有害影响主要是由认知转移或干扰介导的.
- 检查旨在减轻这些影响学习成果的教学提示的影响.
主要方法:
- 一个在线实验,247名参与者学习多媒体内容.
- 条件包括没有诱人的细节,没有提示的诱人的细节,无关紧要的提示或分离提示.
- 依赖变量是知识回忆和转移,通过提示评估认知过程.
主要成果:
- 没有提示条件的参与者在诱人的细节上花费了更多的时间,对回忆产生了负面影响,支持转移假说.
- 与干扰假设相反,在没有提示的组中,较低的整合回避率导致了更好的转移性能.
- 教学提示显著影响了诱人的细节的处理和随后的学习结果.
结论:
- 认知转移,即学习者处理不相关的诱惑细节而不是相关的内容,是诱惑细节负面影响背后的主要机制.
