叙事方法和思维化方法
Alessandro Frolli1, Francesco Cerciello2, Sonia Ciotola2
1Disability Research Centre, University of International Studies in Rome, 00147 Rome, Italy.
Behavioral sciences (Basel, Switzerland)
|December 22, 2023
概括
这项研究探讨了重新阐述个人经历如何增强心态化 (对心理状态的理解). 通过叙事方法改善心理,支持复杂的教育任务和社会认知.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 社会认知是指社会认知.
背景情况:
- 心理化对于社会互动至关重要,涉及对心理状态的解释.
- 布鲁纳的叙事方法为获得意义和重新解释经验提供了一个框架.
- 心理化和叙事方法都依赖于自传叙事和心理状态推断.
研究的目的:
- 调查重新处理个人生活信息的活动是否可以增强思维能力.
- 探索增强的思维和推断心理状态的能力之间的联系.
- 检查心智化在执行复杂的教育任务中的基本作用.
主要方法:
- 让学生参与实践和理论活动,重点是重新解释个人生活事件.
- 利用布鲁纳的叙事方法作为理论基础.
- 评估这些活动对学生的思维能力和推断心理状态的能力的影响.
主要成果:
- 集中在重新编制个人经验的活动显示出促进心态化的潜力.
- 在干预后,观察到推断心理状态的能力提高.
- 在改善心智和在教育任务中的表现之间提出了积极的相关性.
结论:
- 重新编制个人叙述可以成为增强思维化的有效方法.
- 提高思维能力是复杂的认知和教育过程的基础.
- 这项研究为希望改善社会认知和学习成果的教育工作者提供了见解.
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