第一印象如何影响认知负载评估:在解决问题的任务中,不同元素互动性的定效应
Felix Krieglstein1, Manuel Schmitz2, Lukas Wesenberg3
1Psychology of Learning with Digital Media, Institute for Media Research, Faculty of Humanities, Chemnitz University of Technology, Chemnitz, Germany. felix.krieglstein@phil.tu-chemnitz.de.
定效应,一种认知偏见,可能会影响学生如何评估认知负载,特别是当初始任务的复杂性为以后的判断树立先例时. 这种偏见在初始评估和后续评估之间存在显著差异时更加明显.
科学领域:
- 认知心理学 认知心理学
- 人与计算机的交互
- 教育心理学教育心理学
背景情况:
- 定效应是一种认知偏见,初始信息严重影响后续判断.
- 它对认知负载评估的影响,特别是在重复评估的教育环境中,仍然不清楚.
- 学生可以在解决问题的过程中使用启发式学习来重复,要求认知负载评估.
研究的目的:
- 调查是否定偏见在解决问题时对学生的认知负载评估.
- 检查任务序列和元素交互性如何影响这种潜在偏差.
- 了解定影响认知负载评估的条件.
主要方法:
- 三项实验分别对100名,87名和80名学生进行.
- 参与者在不同元素互动性 (低,中等,高) 的问题解决任务中多次评估认知负载.
- 操作任务序列以测试初始复杂性 () 对后续评估的影响.
主要成果:
- 结果不一;实验1和2没有显示出显著的定效应.
- 实验3证实了定效应,表明最初的印象影响了以后的认知负载评估.
- 其他因素,如主观复杂性,尺度效应和记忆也可能有所贡献.
结论:
- 可以影响认知负载评估,特别是当初始和后续评估之间存在明显的对比时.
- 客观点 (例如数值) 可能比主观点更有影响力.
- 需要进一步的研究来将定与其他有助于认知因素分开.
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