错误学习的事问题和答案:学习时间的作用
Ewa Butowska-Buczyńska1, Maciej Hanczakowski2, Katarzyna Zawadzka3
1Department of Cognitive Psychology, Development and Education, SWPS University, Ul. Chodakowska 19/31, 03-815, Warsaw, Poland. ebutowska@swps.edu.pl.
Memory & cognition
|July 26, 2024
概括
错误学习,即学习者在学习之前猜测答案,对事问题有好处,但只有在允许足够的时间来制定猜测时才有好处. 这种时机对于有效的错误学习至关重要.
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:
- 建议错误学习,涉及学习前积极回忆,以提高学习的有效性.
- 以前的研究经常使用简单的单词对,限制了教育相关性.
- 使用更丰富材料的研究,如事题,表明好处取决于特定条件,例如足够的猜测时间.
研究的目的:
- 系统地研究时机在错误学习中的作用,与对事问题的标准阅读策略相比.
- 为了确定当学习时间在方法之间等同时,错误学习的好处是否仍然存在.
- 检查答案熟悉度和问题结构对错误学习结果的影响.
主要方法:
- 五项实验比较了错误学习 (在学习之前猜测) 与阅读策略的微不足道问题.
- 操纵了制定猜测的分配时间.
- 多样化的学习材料,包括熟悉和不熟悉的概念,和问题格式与共享的答案集.
主要成果:
- 当额外的时间用于猜测时,观察到错误学习优势.
- 当总学习时间等同于错误学习和阅读时,这种优势就消失了.
- 对于熟悉的概念或当问题共享答案集时,没有发现错误学习的好处.
- 对事题的错误学习的好处取决于猜测过程中足够的处理时间.
结论:
- 对事问题的错误学习的有效性在很大程度上取决于制定猜测的时间.
- 简单地把总学习时间等同起来,就会否定错误学习对阅读的好处.
- 诸如答案熟悉度和问题结构之类的上下文因素似乎并不能调节错误学习的时间依赖的好处.
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