数学焦虑和算术学习:有证据表明程序学习受损,提取学习增强
Cynthia Marie Fioriti1, Rachel G Pizzie1, Tanya M Evans2
1Department of Psychology, Georgetown University.
Journal of experimental psychology. Learning, memory, and cognition
|February 13, 2025
概括
高数学焦虑 (HMA) 损害了程序式数学学习,同时增强了检索学习. 这表明,数学焦虑对数学学习的影响与数学表现不同,影响不同的记忆系统.
科学领域:
- 认知心理学 认知心理学
- 神经科学是一个神经科学.
- 教育心理学教育心理学
背景情况:
- 众所周知,高数学焦虑 (HMA) 会对数学表现产生负面影响.
- 有限的研究已经探索了数学焦虑对数学学习过程的具体影响.
- 了解数学焦虑如何影响不同的学习系统至关重要.
研究的目的:
- 调查高数学焦虑 (HMA) 如何破坏特定类型的数学学习.
- 区分HMA对程序式与检索式算术学习的影响.
- 为理解HMA对数学学习和记忆系统的影响提供一个框架.
主要方法:
- 成年参与者在连续两天完成了不熟悉的乘法试验.
- 检索算术学习被评估使用重复问题 (每次72次).
- 程序式算术学习的评估是使用一致结构的不重复问题进行的.
主要成果:
- 具有高数学焦虑 (HMAs) 的参与者表现出对未重复问题的学习受损,这表明程序性数学学习受到干扰.
- 与低数学焦虑个体相比,HMAs显示重复问题的加速学习,这表明增强的检索学习.
- 这些发现表明,HMA可能会增加声明式记忆中介检索学习的努力,而不是程序式记忆中介学习.
结论:
- 数学焦虑对数学学习的影响可能与对数学表现的影响不同.
- HMA似乎破坏了程序式数学学习,同时可能增强了基于检索的数学学习.
- 未来的研究应该考虑数学焦虑和数学多重学习系统之间的相互作用.
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