一起创造意义:参与式的感知制造,学习周期和小组角色
Christian Kronsted1, Matthew Henley2, Miriam Giguere3
1The Honors Program, Merrimack College, North Andover, MA, United States.
Frontiers in psychology
|March 11, 2026
概括
本研究介绍了科尔布学习周期的4E (体现,激活,嵌入和扩展) 框架,整合了群体角色和社会互动,以解释群体学习作为一个动态的认知系统.
科学领域:
- 认知科学 认知科学
- 经验式学习理论经验式学习理论
- 社会认知是指社会认知.
背景情况:
- 科尔布学习周期描述了经验式学习通过四个阶段:实验,具体化,观察和概念化.
- 现有的模型侧重于个人学习,缺乏全面的4E (体现,激活,嵌入,扩展) 视角.
- 需要将个人学习过程与群体认知动态联系起来.
研究的目的:
- 开发一个新的科尔布学习周期的4E帐户.
- 将科尔布的模型与群体角色理论,生态心理学和参与式意义制造 (PSM) 整合起来.
- 将群体学习解释为社会互动和个人角色转换的新兴属性.
主要方法:
- 科尔布学习周期的理论整合与群组角色理论,生态心理学和PSM.
- 分析个人如何通过科尔布阶段的过渡和群体角色影响群体认知动态.
- 将群体概念化为一个共同的认知系统,而不是个人贡献的总和.
主要成果:
- 通过群体角色 (领导者,追随者,反对者,观察者) 的个人运动促进了科尔布学习阶段之间的过渡.
- 社会互动和角色扮演动态地改变了群体层面的参与和学习模式.
- 群体学习是从集体认知系统中产生的,而不仅仅是从个人的行为中产生的.
结论:
- 拟议的4E框架扩展了科尔布的模型,包括学习的社会和体现的维度.
- 群体角色和社会互动是群体层面体验式学习周期的关键驱动因素.
- 从系统层面的角度来看,对于理解新出现的群体学习行为至关重要.
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