隐喻指令如何影响儿童在线学习和记忆
Weiqi Zheng1,2, Xinyun Liu1,2
1School of Psychology, Beijing Sport University, Beijing 100084, China.
Behavioral sciences (Basel, Switzerland)
|August 28, 2025
概括
隐喻指令显著提高了儿童在网上体操姿势的回忆力. 这表明在没有外部线索的情况下, 隐喻可以增强运动记忆.
科学领域:
- 认知心理学
- 运动学习
- 教育技术
背景情况:
- 隐喻指令在运动技能学习中很常见,但它们对儿童记忆的影响尚不清楚.
- 在线学习环境为探索儿童教学策略提供了新的途径.
- 了解语言如何影响儿童的运动技能是有效教学的关键.
研究的目的:
- 调查基于比喻的语言对儿童获得和回忆身体姿势相关的运动技能的影响.
- 比较7-9岁儿童在线学习中的比喻和明确指令的有效性.
- 评估教学语言对运动技能的自由回忆和识别记忆的影响.
主要方法:
- 48名儿童 (7-9岁) 被随机分配给接受隐喻或明确的口头指令.
- 参与者通过在线环境的静态图像学习了15种体操姿势.
- 使用自由回忆 (无线复制姿势) 和识别任务来评估学习.
主要成果:
- 接受比喻指令的孩子比接受明确指令的孩子记得更多的姿势.
- 两组之间没有观察到运动质量的显著差异.
- 在识别准确性或歧视敏感性方面没有发现群体差异.
结论:
- 隐喻指令增强了儿童回收自我生成的运动表现的能力,
- 隐喻指令的有效性可能取决于任务,对回忆有好处,但对识别没有好处.
- 基于比喻的策略有望改善儿童在数字学习环境中的即时运动记忆.
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