多篇章学习中提取练习对高阶技能的影响

发布时间：2018-04-11 13:49

本文选题：提取练习 + 多篇章学习　；参考：《西北师范大学》2014年硕士论文

【摘要】：学习的重要性已经不再局限于十几岁的青少年，越来越多的人开始信奉“终生学习”。当前，一方面强调继续学习的同时，也更重视学习的高效性与层次性。因此，概念型知识的记忆与高阶技能的掌握都是学习内涵的重要组成部分。依据多列表学习的连续性与安德森修订的高阶技能层次性，设计两个实验探究提取练习对高阶技能的促进作用与概念记忆的掌握差异性。采用大学生被试进行提取组与重学组的混合实验设计，分别以学习长度与学习类型的最终测试的成绩为因变量验证提取练习的有效性。结果表明：（1）最终测试阶段，提取练习组比重学组成绩优异，差异显著：连续学习三篇文章，提取组在每篇文章学习间隔插入即时测试，无论是概念型知识还是高阶技能，，最终测试中的成绩都显著高于重学组，但是在最终测试中提取组被试的反应时却低于重学组，差异显著。在提取练习组中，概念型知识与高阶技能成绩均有提升，但概念型知识比高阶技能提高的幅度略明显；（2）当增大学习难度与学习负荷，将多列表扩展到五篇文章后，最终测试中，提取练习组被试的成绩仍显著高于重学组被试。在高阶技能的四个维度上分别探讨发现，两组被试在应用与分析维度上差异显著，但在评估与创造维度上，提取练习组成绩虽略有提升但两组差异不显著。结果说明提取练习策略是高效学习的有效手段，不仅体现在单独内容的记忆性学习上，更能扩展至对多种内容连续学习中高阶技能的发展与促进，且其也能有效降低学习中的记忆负荷，为学校教育、职场培训及个人自主学习提供了强有力的参考价值。这也意味着上下文内容转换假说可以很好地解释提取练习在多列表学习中促进当前学习记忆与后续学习的内部机制，并进一步证实提取练习消除学习中前摄抑制干扰的理论观点。
[Abstract]:The importance of learning is no longer confined to teenagers. More and more people believe in lifelong learning.At present, on the one hand, the emphasis on continued learning, but also pay more attention to the efficiency and levels of learning.Therefore, the memory of conceptual knowledge and the mastery of high-order skills are important components of learning connotation.According to the continuity of multi-list learning and the hierarchy of higher-order skills revised by Anderson, two experiments were designed to explore the difference between the promoting effect of extraction exercises on higher-order skills and the mastery of conceptual memory.The mixed experimental design of the extraction group and the re-study group was carried out by the college students. The validity of the extraction exercise was verified by the dependent variables of the final test of learning length and learning type.The results showed that in the final stage of the test, the proportion of the extraction exercise group was excellent, and the difference was significant: learning three articles in a row, the extraction group inserted an instant test between the learning intervals of each article, whether it was conceptual knowledge or higher-order skills.The scores in the final test were significantly higher than those in the re-education group, but the response time of the extracted group was lower than that of the re-education group in the final test, and the difference was significant.In the extraction exercise group, the scores of conceptual knowledge and advanced skills were improved, but the extent of improvement of conceptual knowledge was slightly more obvious than that of higher-order skills.) when learning difficulty and learning load were increased, the multi-list was extended to five articles, and the final test was made.The results of the extraction exercise group were still significantly higher than those of the heavy school group.It was found that there were significant differences in the application and analysis dimensions between the two groups, but in the evaluation and creation dimension, the performance of the extraction exercise group improved slightly but the difference between the two groups was not significant.The results show that the extraction exercise strategy is an effective means of efficient learning, which is not only reflected in the memory learning of individual content, but also can be extended to the development and promotion of higher-order skills in continuous learning of multiple content.It can also effectively reduce the memory load in learning, and provide a strong reference value for school education, workplace training and individual autonomous learning.This also means that the contextual content conversion hypothesis can well explain the internal mechanism by which extraction exercises promote current learning memory and subsequent learning in multi-list learning.Furthermore, the theoretical viewpoint of proactive suppression of interference in learning by extracting exercises is further confirmed.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B842

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