文本生成是否可以从解释性文本中提高学习效果? 一个概念复制尝试
Julia Schindler1,2, Tobias Richter3
1Department of Psychology IV, University of Würzburg, Röntgenring 10, 97070, Würzburg, Germany. julia.schindler@fu-berlin.de.
Cognitive research: principles and implications
|June 23, 2025
概括
文本生成效应,即创建文本有助于学习,在解释性文本中没有复制. 这项研究表明,对文本生成策略的教育应用有限.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 文本生成效应认为,与被动阅读相比,主动生成信息可以增强学习.
- 现有的文献表明,上下文因素会影响文本生成效应的程度.
- 这种效应与解释性文本的可复制性需要进一步研究.
研究的目的:
- 为了测试文本生成效应的可复制性,使用解释性文本进行学习.
- 系统地调查语境因素对文本生成效应的影响.
- 确定文本生成在教育环境中的实际适用性.
主要方法:
- 进行了七项实验,将阅读 (控制) 与句子解读 (生成) 的解释性文本进行比较.
- 系统地改变了背景因素,包括学习的意向性,时间限制,保留间隔和研究设计.
- 通过多项措施评估学习成果.
主要成果:
- 在七个实验中没有观察到一致的文本生成效应.
- 在某些条件下,与阅读相比,在文本生成方面发现了学习劣势.
- 仅在一个单一的学习指标的实验中观察到显著的生成效应.
结论:
- 在测试条件下,在解释性文本中没有可靠地观察到文本生成效应.
- 产生效应的最佳条件似乎是有意学习,不受限制的时间和即时测试.
- 这些发现表明,在教育环境中,文本生成的实际应用有限,因为它的有效性不一致.
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