分类学习中分散效应及其认知机制的研究

发布时间：2018-03-21 07:30

本文选题：分散学习　切入点：注意资源减少假说　出处：《浙江师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：分散学习作为一种学习策略,是自我调节学习的重要组成部分。大量研究发现分散学习的学习效果优于集中学习,这种现象被称为分散效应。以往关于分散效应的研究主要集中于记忆领域的探讨,例如词汇回忆、词对回忆和篇章回忆等。记忆是人类认识世界所必需的一种重要能力,但除了记忆之外,人类认识世界还有赖于许多其他的能力。例如通过观察样例来学习新的概念或者类别的能力,即分类学习能力。本研究的目的就是考察分类学习中的分散效应。目前已有研究开始探讨分类学习中的分散效应,但是还存在两大问题。首先,分散效应的认知机制还不清晰,已有研究结果支持了不同的理论模型,较受关注的是注意资源减少假说和差异对比理论。其次,元认知监测中,被试对分散效应的敏感性仍存在一定的争议。本研究通过整合前人研究方法,综合探讨分类学习中分散效应的认知机制以及元认知监测情况。对其认知机制和元认知监测的研究有助于丰富分散效应的理论模型,为教育教学提供实际的建议。研究采用Wahlheim, Dunlosky和Jacoby(2011)研究的实验范式。研究者共设计4个实验。实验1以29名大学生为被试,考察学习方式(集中学习／分散学习)对分类成绩的影响,以验证分类学习中分散效应的存在。实验2、实验3探讨了分类学习中分散效应的认知机制。实验2考察学习位置对注视时问的影响,以检验注意资源减少假说。其中实验2a以29名大学生为被试,在固定步调条件下考察学习位置对注视时间的影响；实验2b以28名大学生为被试,在自定步调条件下考察学习位置对注视时间的影响。实验3以25名大学生为被试,考察差异对比程度对分散效应的影响,以检验差异对比理论。此外,本研究也考察分类学习中被试的元认知监测情况。通过实验研究,得到以下几点结论：首先,在本研究范式下,分散学习方式下的分类成绩显著高于集中学习,表明分类学习中也存在分散效应。其次,分类学习的分散效应认知机制研究中,研究结果支持了差异对比理论,没有支持注意资源减少假说。最后,被试在分散学习方式下的分类学习判断(CLJs)、自信心判断(JOC)值显著高于集中学习,表明被试在分类学习判断和自信心判断中对分散效应敏感。回溯性口语报告中,被试倾向于认为集中学习更优,表明被试在回溯性口语报告中对分散效应不敏感。
[Abstract]:As a learning strategy, decentralized learning is an important part of self-regulated learning. This phenomenon is known as the dispersion effect. Previous studies on the dispersion effect focused on memory, such as lexical recall, word to memory and textual memory. Memory is an essential ability for human beings to understand the world. But in addition to memory, human understanding of the world depends on many other abilities, such as the ability to learn new concepts or categories by observing examples. The purpose of this study is to investigate the dispersion effect in classifying learning, but there are still two major problems. First, the cognitive mechanism of the dispersion effect is not clear. The results of previous studies support different theoretical models, especially the attentional resource reduction hypothesis and the contrast theory of differences. Secondly, in metacognitive monitoring, The sensitivity of the subjects to the dispersion effect is still controversial. This paper comprehensively discusses the cognitive mechanism and metacognitive monitoring of dispersion effect in classifying learning. The study of its cognitive mechanism and metacognitive monitoring is helpful to enrich the theoretical model of dispersion effect. Wahlheim, Dunlosky and Jacoby2011) were used in the study. Four experiments were designed. In experiment 1, 29 college students were selected as subjects. To investigate the effect of learning style (centralized learning / decentralized learning) on classification achievement, Experiment 2 and experiment 3 explored the cognitive mechanism of dispersion effect in classified learning. Experiment 2 investigated the influence of learning position on fixation. In experiment 2a, 29 college students were taken as subjects, and the effects of learning position on fixation time were investigated under the condition of fixed pace, and 28 college students were used as subjects in experiment 2b. The effect of learning position on fixation time was investigated under the condition of self-paced. In experiment 3, the influence of the degree of contrast of difference on the dispersion effect was investigated in 25 college students to test the theory of contrast of difference. This study also examined the metacognitive monitoring of the subjects in classified learning. Through the experimental study, the following conclusions were drawn: firstly, in this research paradigm, the classification performance of the decentralized learning style was significantly higher than that of the centralized learning. The results show that there are dispersion effects in classification learning. Secondly, in the cognitive mechanism of dispersion effect of classification learning, the results support the contrast theory of differences, not the hypothesis of resource reduction. Finally, The values of CLJS and JOC were significantly higher than those of centralized learning, indicating that they were sensitive to the dispersion effect in classifying learning judgment and self-confidence judgment. Participants tend to think that focused learning is better, indicating that they are insensitive to dispersion in retrospective oral reports.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.3

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