从对中学生数学表现,学习和记忆研究对一致和不一致的感知线索影响的数据
Erin Ottmar1, Puyuan Zhang1, Ji-Eun Lee1
1Department of Social Science and Policy Studies, Worcester Polytechnic Institute, US.
Journal of open psychology data
|August 18, 2025
概括
这项研究研究了间距和颜色线索如何影响6年级学生的数学学习. 来自随机对照试验的开放访问数据集可以增强在线数学教学和感知学习研究.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 数学教育教育 数学教育
背景情况:
- 像间距和颜色这样的感知线索可以影响认知任务的表现.
- 了解这些线索如何与数学概念相互作用,对于有效的教学至关重要.
- 现有的研究可能无法充分探索视觉线索在数学中的综合效应.
研究的目的:
- 呈现数据集调查间距和颜色对数学理解的影响.
- 分析感知线索与操作顺序的一致性.
- 为进一步的教育心理学和数学研究提供开放访问数据.
主要方法:
- 一项随机对照试验,涉及1100名6年级学生.
- 数据收集的重点是间距和颜色线索的个人和组合效应.
- 干预数据是在2024年在美国一个学区收集的.
主要成果:
- 可获得详细描述学生对不同感知暗示条件的反应的数据集.
- 数据允许检查与操作顺序的提示一致性.
- 开放式可用的数据有助于复制和进一步调查.
结论:
- 这些数据集为研究感知学习的研究人员提供了宝贵的资源.
- 研究结果可以为中学数学在线教学材料的改进提供信息.
- 对数据的进一步分析可以阐明数学认知的机制.
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