蓄意错误的优势在促进大学生记忆的保留和转移
Xiuyun Qiang1,2, Xiaofeng Ma1,2,3
1School of Psychology, Northwest Normal University, Lanzhou, China.
The British journal of educational psychology
|January 14, 2026
概括
与复制相比,故意错误增强了学习和知识传输. 虽然检索实践也很有效,但故意错误显示了潜在的优势,尽管学习者可能低估了它的好处.
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:
- 在低风险的教育环境中,错误可以成为有价值的学习工具.
- 蓄意错误与检索实践的比较有效性尚未得到充分理解.
研究的目的:
- 为了比较故意错误,检索实践和复制学习结果.
- 评估立即/延迟的保留和知识转移.
- 检查学习者对这些策略的metacognitive评估.
主要方法:
- 两项涉及大学生 (N=96,N=103) 的实验使用概念术语和文本段落.
- 学习者从事故意的错误,检索练习或复制.
- 测量了即时/延迟的记忆,转移和元认知判断.
主要成果:
- 蓄意错误和检索实践在记忆保留中胜过复制.
- 蓄意错误显示在知识转移方面比复制和潜在的检索实践有着一致的优势.
- 超认知评估低估了故意错误的有效性.
结论:
- 蓄意错误为知识转移和长期保留提供了一致的好处.
- 在知识转移方面,它可能会超过检索实践,这需要进一步的研究.
- 存在一种对故意犯错误的元认知偏见,影响学习策略选择.
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