优化自我组织的学习顺序:结合反驳和元认知提示,改善了交叉实践的使用
Erdem Onan1, Felicitas Biwer2, Roman Abel3
1School of Health Professions Education, Maastricht University, Maastricht, the Netherlands. e.onan@maastrichtuniversity.nl.
NPJ science of learning
|April 24, 2024
概括
学生经常使用阻塞练习,一次研究一个类别. 结合反驳和元认知提示的干预成功地鼓励了交叉实践,改善了类别学习表现.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
背景情况:
- 学生们经常在学习类别的最佳学习顺序上扎.
- 阻塞实践 (一次研究一个类别) 比交叉实践 (交替类别) 更常见.
- 之前的干预措施在任务中进行了测试,其中学生没有自主组织学习材料.
研究的目的:
- 调查一项干预措施是否可以在类别学习中增强自我指导的交叉实践.
- 为了确定是否反驳和元认知提示提高了与最佳研究策略的参与度.
- 评估这种干预措施在学生组织自己的学习材料时产生的影响.
主要方法:
- 一个预先注册的实验,91名本科生学习视觉类别.
- 随机分配给干预组或对照组.
- 干预组合了反驳和元认知提示,以鼓励更好的学习习惯.
主要成果:
- 干预组的学生在干预后显著增加了他们使用交叉实践的比例.
- 在即时和延迟的转移任务中观察到交叉实践的增加.
- 更多地参与交叉实践与更好的分类性能相关.
结论:
- 驳斥和元认知提示有效地纠正学生对学习策略的误解.
- 这种干预成功地促进了采用交叉实践,当学生自我组织学习时.
- 这些发现强调了一种强有力的方法来改善类别获取中的自我调节学习.
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