文本之间的概念重叠阻碍了理解监测
Lena Hildenbrand1, David Sarmento2, Thomas D Griffin2
1Department of Psychology, University of Illinois at Chicago, 1007 W Harrison St, Chicago, IL, 60607, USA. lhilde3@uic.edu.
Psychonomic bulletin & review
|September 15, 2023
概括
学习者经常在准确的理解监测方面扎. 这项研究表明,文本之间的高度概念重叠显著降低了元理解的准确性,影响了阅读理解技能.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 学习者经常表现出他们对文本理解准确性的自我意识不佳.
- 之前的研究表明可变的元理解准确性,预测和性能之间的相关性有时接近于零.
- 文章之间的高度概念重叠被假设为导致准确性低的因素.
研究的目的:
- 调查文本概念重叠对元理解准确性的影响.
- 确定文本相似性是否影响学习者监测理解能力.
主要方法:
- 参与者被随机分配到阅读具有较低或较高概念重叠的文本集.
- 阅读后,参与者评估了他们的理解,并完成了每个主题的推理测试.
- 为了评估不同重叠条件下的相对元理解准确性,进行了两项研究.
主要成果:
- 在低重叠条件下的元理解精度与典型的基线水平相匹配.
- 在高重叠条件下,观察到明显较低的元理解精度.
- 文本相似性被确定为影响理解监测的关键变量.
结论:
- 文本之间的概念重叠是影响理解监测准确性的关键因素.
- 文本相似程度可能解释了先前的元理解研究结果中的不一致性.
- 在评估学习者的元认知技能时,教育工作者和研究人员应考虑文本相关性.
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