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相关概念视频

Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

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Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
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Self-Schemas02:16

Self-Schemas

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In general, a schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Cognitive Learning01:21

Cognitive Learning

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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...
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Observational Learning01:12

Observational Learning

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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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The Sense of Self: Reflected Self-Appraisal and Social Comparison

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According to Charles Cooley, we base our image on what we think other people see (Cooley 1902). We imagine how we must appear to others, then react to this speculation. We don certain clothes, prepare our hair in a particular manner, wear makeup, use cologne, and the like—all with the notion that our presentation of ourselves is going to affect how others perceive us. We expect a certain reaction, and, if lucky, we get the one we desire and feel good about it. But more than that, Cooley...
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相关实验视频

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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自律学习架构的分析:对学习过程的影响.

Tongguang Li1, Yizhou Fan2,3, Yuanru Tan4

  • 1Faculty of Information Technology, Monash University, Clayton, VIC, Australia.

Frontiers in psychology
|August 21, 2023
PubMed
概括

适应性支架通过促进以任务为导向的过程来增强自我调节的学习 (SRL). 这项研究使用了有序网络分析,以显示适应性脚手架与固定脚手架或没有脚手架相比,导致不同的SRL模式.

关键词:
在SRL的过程中,SRL的过程.在SRL的脚手架上.订购的网络分析.细分分析分析细分分析自主调节的学习学习.

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科学领域:

  • 教育心理学教育心理学
  • 学习科学 学习科学
  • 人与计算机的交互

背景情况:

  • 自主调节学习 (SRL) 对于学业成功至关重要,涉及认知,元认知,动机和情绪调节.
  • 实时支架可以支持SRL,但研究往往忽视了适应性支架,以适应学习者的行为.
  • 之前的研究并没有明确区分适应性与固定性脚手架效应,也没有分析细粒度时间段的脚手架.

研究的目的:

  • 调查适应性支架在多源写作任务期间对自我调节学习 (SRL) 过程的影响.
  • 为了比较适应性脚手架,固定脚手架和对照条件对SRL模式的影响.
  • 使用有序网络分析 (ONA) 来建模和可视化SRL变化与任务和细分级别的支架干预相关的情况.

主要方法:

  • 在多源写作任务中收集学生活动的跟踪数据.
  • 雇员订购网络分析 (ONA) 是一种学习分析技术,用于建模和可视化SRL流程.
  • 在任务和细分级别的适应性脚手架,固定脚手架和控制组之间分析了SRL模式的差异.

主要成果:

  • 与固定支架和任务级别的对照组相比,接受适应性支架的学习者表现出明显不同的SRL过程模式.
  • 在任务部门层面,自适应性脚手架与较早参与SRL流程有关,尽管在统计学上并不显著.
  • 适应性支架促进了更多的以任务为导向的学习行为,例如引用指令和标签,在阅读和写作活动中.

结论:

  • 适应性支架显著影响自我调节的学习过程,导致更多的任务导向学习行为.
  • 订购网络分析 (ONA) 是一种有效的工具,用于评估不同类型的脚手架对SRL的微妙影响.
  • 未来的研究应该考虑脚手架在各种分析层面的影响,以更好地了解其对学习的影响.