榜样学习者和规则学习者:稳定的倾向还是可塑的偏好?
Min Kyung Hong1, Lisa K Fazio1
1Department of Psychology and Human Development, Vanderbilt University.
Journal of experimental psychology. Applied
|February 15, 2024
概括
学生可以调整他们的学习策略. 榜样和规则学习者在以规则为中心的培训后都采用了基于规则的策略,表现出学习灵活性.
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:
- 学习者使用基于示例 (记住示例) 或基于规则 (抽象规则) 的策略.
- 之前的研究表明,内在的学习倾向与战略选择之间存在联系.
- 教学方法 (以规则为重点而不是以示例为重点) 也影响了战略选择.
研究的目的:
- 调查固有的学习倾向与培训方法在战略采用方面的相互作用.
- 确定模范学习者是否可以通过以规则为中心的培训转向基于规则的策略.
- 评估规则学习者在以示例为中心的培训时是否未能学习规则.
主要方法:
- 一个字母和数字符号的加法任务被用来研究学习策略.
- 参与者根据先前存在的倾向被分为规则学习者或典范学习者.
- 训练条件被操纵为以规则为中心或以示例为中心.
主要成果:
- 规则学习者和榜样学习者都在以规则为中心的培训后采用了基于规则的策略.
- 两组人都没有成功地学习规则,当提供以榜样为中心的培训.
- 固有的学习倾向并没有阻止基于培训的战略采用.
结论:
- 个体的学习策略可以通过教学重点来塑造,无论他们最初的学习倾向如何.
- 基于规则的培训有效地促进了基于规则的策略的采用,无论是规则还是模范学习者.
- 在这个任务中,以榜样为中心的培训似乎不足以获得规则.
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