本文選題：分散學(xué)習(xí)　切入點(diǎn)：注意資源減少假說(shuō)　出處：《浙江師范大學(xué)》2016年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：分散學(xué)習(xí)作為一種學(xué)習(xí)策略,是自我調(diào)節(jié)學(xué)習(xí)的重要組成部分。大量研究發(fā)現(xiàn)分散學(xué)習(xí)的學(xué)習(xí)效果優(yōu)于集中學(xué)習(xí),這種現(xiàn)象被稱(chēng)為分散效應(yīng)。以往關(guān)于分散效應(yīng)的研究主要集中于記憶領(lǐng)域的探討,例如詞匯回憶、詞對(duì)回憶和篇章回憶等。記憶是人類(lèi)認(rèn)識(shí)世界所必需的一種重要能力,但除了記憶之外,人類(lèi)認(rèn)識(shí)世界還有賴(lài)于許多其他的能力。例如通過(guò)觀察樣例來(lái)學(xué)習(xí)新的概念或者類(lèi)別的能力,即分類(lèi)學(xué)習(xí)能力。本研究的目的就是考察分類(lèi)學(xué)習(xí)中的分散效應(yīng)。目前已有研究開(kāi)始探討分類(lèi)學(xué)習(xí)中的分散效應(yīng),但是還存在兩大問(wèn)題。首先,分散效應(yīng)的認(rèn)知機(jī)制還不清晰,已有研究結(jié)果支持了不同的理論模型,較受關(guān)注的是注意資源減少假說(shuō)和差異對(duì)比理論。其次,元認(rèn)知監(jiān)測(cè)中,被試對(duì)分散效應(yīng)的敏感性仍存在一定的爭(zhēng)議。本研究通過(guò)整合前人研究方法,綜合探討分類(lèi)學(xué)習(xí)中分散效應(yīng)的認(rèn)知機(jī)制以及元認(rèn)知監(jiān)測(cè)情況。對(duì)其認(rèn)知機(jī)制和元認(rèn)知監(jiān)測(cè)的研究有助于豐富分散效應(yīng)的理論模型,為教育教學(xué)提供實(shí)際的建議。研究采用Wahlheim, Dunlosky和Jacoby(2011)研究的實(shí)驗(yàn)范式。研究者共設(shè)計(jì)4個(gè)實(shí)驗(yàn)。實(shí)驗(yàn)1以29名大學(xué)生為被試,考察學(xué)習(xí)方式(集中學(xué)習(xí)／分散學(xué)習(xí))對(duì)分類(lèi)成績(jī)的影響,以驗(yàn)證分類(lèi)學(xué)習(xí)中分散效應(yīng)的存在。實(shí)驗(yàn)2、實(shí)驗(yàn)3探討了分類(lèi)學(xué)習(xí)中分散效應(yīng)的認(rèn)知機(jī)制。實(shí)驗(yàn)2考察學(xué)習(xí)位置對(duì)注視時(shí)問(wèn)的影響,以檢驗(yàn)注意資源減少假說(shuō)。其中實(shí)驗(yàn)2a以29名大學(xué)生為被試,在固定步調(diào)條件下考察學(xué)習(xí)位置對(duì)注視時(shí)間的影響；實(shí)驗(yàn)2b以28名大學(xué)生為被試,在自定步調(diào)條件下考察學(xué)習(xí)位置對(duì)注視時(shí)間的影響。實(shí)驗(yàn)3以25名大學(xué)生為被試,考察差異對(duì)比程度對(duì)分散效應(yīng)的影響,以檢驗(yàn)差異對(duì)比理論。此外,本研究也考察分類(lèi)學(xué)習(xí)中被試的元認(rèn)知監(jiān)測(cè)情況。通過(guò)實(shí)驗(yàn)研究,得到以下幾點(diǎn)結(jié)論：首先,在本研究范式下,分散學(xué)習(xí)方式下的分類(lèi)成績(jī)顯著高于集中學(xué)習(xí),表明分類(lèi)學(xué)習(xí)中也存在分散效應(yīng)。其次,分類(lèi)學(xué)習(xí)的分散效應(yīng)認(rèn)知機(jī)制研究中,研究結(jié)果支持了差異對(duì)比理論,沒(méi)有支持注意資源減少假說(shuō)。最后,被試在分散學(xué)習(xí)方式下的分類(lèi)學(xué)習(xí)判斷(CLJs)、自信心判斷(JOC)值顯著高于集中學(xué)習(xí),表明被試在分類(lèi)學(xué)習(xí)判斷和自信心判斷中對(duì)分散效應(yīng)敏感�；厮菪钥谡Z(yǔ)報(bào)告中,被試傾向于認(rèn)為集中學(xué)習(xí)更優(yōu),表明被試在回溯性口語(yǔ)報(bào)告中對(duì)分散效應(yīng)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.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：B842.3

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