内在奖励在青少年语言学习中的作用
Amrita Bains1, Annaliese Barber1, Tau Nell1
1Department of Psychology, Royal Holloway, University of London, Egham Hill, UK.
Developmental science
|April 30, 2024
概括
10-18岁的青少年在学习新词语时从上下文中获得乐趣. 然而,与成年人不同,这种内在的奖励并没有导致对所学词语的长期记忆得到改善.
科学领域:
- 认知神经科学 认知神经科学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 内在的奖励信号伴随着成年人成功学习单词,增强记忆力.
- 青春期涉及到奖励,动机和语言系统的显著发展变化.
- 很少有研究探讨了单词学习背后的动机,特别是在青春期.
研究的目的:
- 调查青少年是否在从语境中学习单词时体验内在的奖励.
- 检查年龄如何调节青少年 (10-18岁) 词汇学习的奖励和记忆效益.
- 为了比较青少年的单词学习奖励和记忆模式与成人观察到的情况.
主要方法:
- 采用了自然主义的阅读范式,要求参与者从句子上下文中推断单词含义,而没有明确的反.
- 参与者 (345名儿童,年龄在10-18岁) 评价了他们在词语学习阶段的乐趣.
- 在学习阶段24小时后,对新词的识别记忆进行了评估.
主要成果:
- 10-18岁的青少年始终报告说,成功学习单词的乐趣更大.
- 在这个发育期内,没有观察到与年龄相关的快乐或记忆益处的显著变化.
- 与成年人不同,青少年对通过这种内在奖励过程学习的单词没有表现出增强的长期记忆.
结论:
- 青少年从学习语境中的单词中体验到内在的回报,类似于成年人.
- 奖励和成功的单词学习之间的联系在整个青春期 (10-18岁) 存在.
- 在成年人中观察到的内在奖励的增强记忆的效果在青少年中并不明显,这表明这种途径的发育差异.
相关概念视频
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01:23Primary and Secondary Reinforcers
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01:23Reinforcement
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01:22Purposive Learning
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01:21Cognitive Learning
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01:08Timing and Consequences on Behavior
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