由规则和一组示例和非示例组成的指令可靠地教授概念
Catherine L Williams1, Jennifer C Roop1
1Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, USA.
Journal of the experimental analysis of behavior
|October 23, 2025
概括
这项研究表明,提供明确的规则和例子可以快速教授概念. 这种教学方法无论是在练习之前还是练习后都有效,仅仅练习对概念学习来说是不够的.
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:
- 概念学习涉及将示例与非示例区分开来,并进行概括.
- 教学结构,特别是规则的使用,对于高级学习者来说至关重要,但研究不足.
- 目前对最佳概念指令格式的理解是有限的.
研究的目的:
- 为了评估概念学习的新指令序列.
- 为了确定基于规则的教学与示例和非示例相结合的有效性.
- 评估教学序列时间 (练习前与练习后) 的影响.
主要方法:
- 开发了一种实验室模拟器,用于使用规则,示例和非示例进行概念指令.
- 与指令序列进行比较,指令先于或后于实践与反.
- 评估了所有参与者的概念学习成果.
主要成果:
- 开发的指令序列可靠且快速地促进了概念学习.
- 教学有效性是一致的,不管是在实践之前还是之后.
- 单纯的实践,没有基于规则的教学,在研究期间没有导致概念学习.
结论:
- 结合规则,示例和非示例的结构化指令序列对于概念学习非常有效.
- 这种教学方法是有效的,不需要大量的实践.
- 教师应该考虑实施这种教学序列来教学概念.
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