学习中的自主性:可预测性调节了选择对记忆的有益影响
Zhaoqi Zhang1, Lieke L F van Lieshout2, Harold Bekkering2
1Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands. claire.zhang@donders.ru.nl.
Memory & cognition
|February 25, 2026
概括
提供选择可以改善学习和记忆,即使结果不确定. 这种好处源于动机选择和它们在提高预测准确性的作用.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 众所周知,选择可以增强学习,但潜在的认知机制仍在争论中.
- 自决理论建议从选择中获得内在的动机.
- 预测编码理论认为,选择通过提高信息的预测来帮助学习.
研究的目的:
- 研究选择对记忆的有益影响背后的认知机制.
- 区分动机和预测编码解释之间的选择诱导的学习益处.
- 检查可预测性如何影响选择对记忆准确性的影响.
主要方法:
- 进行了两项实验,共有111名参与者.
- 一个学习任务操纵了选择的存在和结果的可预测性.
- 使用识别任务评估记忆准确度.
主要成果:
- 在高可预测性和低可预测性条件下,选择显著提高了内存准确性.
- 选择对记忆的促进效应在低可预测性下降.
- 结果支持学习中选择的动机和预测编码角色.
结论:
- 选择通过内在动机和改进的预测过程来增强记忆力.
- 教育环境应包含学生选择的机会,以促进学习.
- 了解选择的认知影响可以为教育策略提供信息,以满足学生的需求.
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