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[1]葛亚波.国外关于类别学习间隔效应的研究[J].宁波大学学报(教育科学版),2019,41(2):14-017.
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《宁波大学学报》(教育科学版)[ISSN:1008-0627/CN:33-1214/G4]

卷:
第41卷
期数:
2019年2期
页码:
14-017
栏目:
教育心理学
出版日期:
2019-02-27

文章信息/Info

Title:
-
文章编号:
10080627(2019)02-0014-04
作者:
葛亚波
(金华职业技术学院 师范学院,浙江 金华 321007)
Author(s):
-
关键词:
-
Keywords:
interleaving study blocked study category learning interleaving effect meta-cognition
分类号:
-
DOI:
-
文献标志码:
A
摘要:
学习策略一直是教育学、心理学研究者关注的重要领域。近年来,类别学习中的间隔效应成为研究者们关注的热点,即间隔学习的分类成绩优于集中学习,是一种优势学习策略。大量研究发现,间隔效应具有普遍性和相对稳定性。目前国内关于类别学习间隔效应的研究相对匮乏,国外已积累了丰富的成果。笔者对两种类别学习认知机制理论假说之争、个体对间隔效应的元认知监测情况,以及间隔效应研究对教育教学的启示与未来研究展望进行述评,以期为国内开展相关学习策略研究提供借鉴。
Abstract:
Learning strategy, an important area of pedagogical and psychological researchers, has recently focused on the interleaving effect in category learning, suggesting that the classified performance of interleaving study as a dominant strategy is better than that of blocked study. A multitude of studies has found that the interleaving effect is universal and relatively stable. However, few studies have focused on the interleaving effect of category learning in China while abundant achievements have been made abroad. This paper attempts to review the controversy over the hypothesis of cognitive mechanism of interleaving effect, individual metacognitive monitoring of interleaving effect, and future research prospects, with a view to providing reference for domestic research on relevant learning strategies

参考文献/References:

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备注/Memo

备注/Memo:
收稿日期:2018-01-10作者简介:葛亚波(1990-),男,安徽合肥人,助教,主要研究方向:元认知与学习策略。E-mail:psygyb@126.com集中学习 分散学习
更新日期/Last Update: 2019-03-07