学习算术的途径:协会式和过程式学习的不同动态
Paula A Maldonado Moscoso1, Elisabeth Goettfried2, Demis Basso3
1Center for Mind/Brain Sciences, University of Trento, Rovereto 38068, Italy.
Cognition
|February 12, 2026
概括
成年人通过记忆或策略学习算术,表现出不同的学习模式和认知联系. 了解这些差异是有效的教育干预和康复计划的关键.
科学领域:
- 认知心理学 认知心理学
- 神经科学是一个神经科学.
- 教育心理学教育心理学
背景情况:
- 学习包括基于记忆的关联和基于规则的策略.
- 成年人对算术的学习及其认知基础需要进一步的研究.
- 了解学习动态对于有效的再教育至关重要,特别是在算术方面.
研究的目的:
- 调查健康成年人中协会式与程序式算术学习的不同学习轨迹和认知基础.
- 为了比较基于记忆的算术学习与基于策略的算术学习的动态.
- 为了确定不同学习风格的认知预测因素在算术.
主要方法:
- 健康的成年人使用关联或程序方法学习了新的算术问题.
- 个人学习轨迹是使用反向效率得分来建模的.
- 回归分析确定了每个学习条件的预测因素,错误分析检查了过程转移.
主要成果:
- 协会式学习和程序式学习都达到了可比的绩效水平.
- 关联式学习显示出快速,突然的效率增长,而程序式学习显示出渐进的,更顺的进展.
- 口头长期记忆预测了关联式学习,而特定的算术能力预测了程序式学习.
结论:
- 关联式和程序式算术学习涉及不同的认知机制和轨迹.
- 尽管表现趋同,但在一个条件下学习效率的增长并不能预测在另一个条件下的增长.
- 量身定制的教育和康复干预措施应考虑算术学习的个体认知特征.
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