预先的知识,手势指令和指令后的干扰如何相互作用,影响数学等价的学习
Susan Wagner Cook1, Elle M D Wernette2, Madison Valentine2
1Department of Psychological and Brain Sciences, University of Iowa.
Cognitive science
|February 25, 2024
概括
手势有助于孩子的学习,特别是数学. 这项研究发现,手势有助于创建更强的记忆痕迹,使学习更耐干扰,但好处取决于先前的知识.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 众所周知,教师的手势可以增强孩子的学习能力.
- 通过手势支持持久学习的特定记忆机制仍然不清楚.
- 之前的研究表明,手势可能会提高注意力或参与度,但这并没有得到普遍支持.
研究的目的:
- 探究背后的记忆过程,以及手势对儿童持久学习的益处.
- 测试一种假设,即手势创造了抗干扰的记忆表现.
- 检查手势对学习的影响如何与先前的知识和问题类型相互作用.
主要方法:
- 一项课堂研究,涉及402名二年级和三年级的孩子.
- 使用带有或没有伴随手势的视频,对数学等值的指导.
- 指示后的解决问题任务旨在评估对干扰的抗性 (视觉上类似的问题) 与控制 (视觉上不同的问题).
主要成果:
- 手势显著促进了数学等价的学习.
- 手势和干扰的影响取决于问题的类型和孩子们先前存在的问题解决策略.
- 并不是所有的孩子都从手势中获得了同等的好处;由于先前知识的个体差异,效果受到缓解.
结论:
- 姿态通过潜在地创造更强大的记忆表现来支持学习,这些表现不太容易受到干扰.
- 手势的好处不是由于一种普遍的机制,比如提高注意力或参与度.
- 个人对先前知识的差异在确定儿童在数学学习中如何从手势中获益方面发挥着至关重要的作用.
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