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相关概念视频

Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Critical Thinking01:19

Critical Thinking

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
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Cognitivism01:17

Cognitivism

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Cognitive psychology emerged as a significant field in the mid-20th century. It focused on understanding humans' internal mental processes. This approach emphasizes how people perceive, remember, think, and solve problems—elements critical to human cognition.
Previously dominated by behaviorism, which prioritized observable behaviors and largely ignored mental processes, psychology transformed in the 1950s. Cognitive psychologists argue that understanding how we think and process...
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Patient-centered Care01:13

Patient-centered Care

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Critical Thinking I01:24

Critical Thinking I

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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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相关实验视频

Updated: Feb 19, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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知识通过改变询问能力和影响学术评估来重塑调查.

Tuval Raz1, Yoed N Kenett2

  • 1Faculty of Data and Decision Sciences, Technion - Israel Institute of Technology, Haifa, Israel. tuval.raz@campus.technion.ac.il.

NPJ science of learning
|February 17, 2026
PubMed
概括

获得知识会随着时间的推移,提高特定领域的提问技巧. 这些调查能力预测了学术上的成功,特别是在开放式的评估中,强调了培养提问技能的价值.

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:

  • 问问题是学习和认知发展的基础.
  • 关于问题的独创性和复杂性的纵向变化的研究有限.
  • 知识获取和提问能力之间的关系尚未得到充分理解.

研究的目的:

  • 在一个学期内,调查所获得的知识如何影响提问能力.
  • 为了确定问问题能力是否能预测学业成绩.
  • 检查一般和特定领域提问的变化.

主要方法:

  • 本科生 (N=68) 在"心理学入门"课程中参加.
  • 提问任务 (一般和特定领域) 在学期前后进行.
  • 学业成绩通过多项选择考试和开放式的最终项目进行评估.

主要成果:

  • 在学期内,特定领域的提问能力显著提高.
  • 一般问问题能力保持稳定或下降.
  • 更强大的提问技巧与开放式项目绩效有正相关,与封闭式测试成绩有负相关.

结论:

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  • 获取知识可以增强特定领域的调查技能.
  • 问问题能力是学业成功的有价值的预测指标,特别是在复杂的,开放式的任务.
  • 教育干预应侧重于培养复杂的问题提出技能.