心理发展与教育 ›› 2018, Vol. 34 ›› Issue (5): 567-575.doi: 10.16187/j.cnki.issn1001-4918.2018.05.07

• 教与学心理 • 上一篇    下一篇

不同类型反馈对儿童学习效果的影响及性别差异

邹雨晨1,2, 丁颖1,3, 张旭然1, 李燕芳1   

  1. 1. 北京师范大学中国基础教育质量监测协同创新中心, 北京 100875;
    2. 重庆市南开中学校, 重庆 400030;
    3. 北京师范大学认知神经科学与学习国家重点实验室, 北京 100875
  • 出版日期:2018-09-15 发布日期:2018-10-25
  • 通讯作者: 李燕芳,E-mail:liyanfang@bnu.edu.cn E-mail:liyanfang@bnu.edu.cn

The Effects of Feedback Type on Children's Learning Performance and the Gender Differences in These Effects

ZOU Yuchen1,2, DING Ying1,3, ZHANG Xuran1, LI Yanfang1   

  1. 1. Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing 100875, China;
    2. Chongqing Nankai Middle School, Chongqing 400030, China;
    3. National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
  • Online:2018-09-15 Published:2018-10-25

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摘要： 儿童阶段是对外部反馈最敏感的阶段。以往研究发现，不同类型反馈（积极/消极反馈）和不同性质的强化物（物质/社会性强化）对儿童学习效果存在交互作用，并且对不同性别儿童的影响有所不同。本研究通过两个实验，采用联结学习范式以考察不同类型反馈对8~10岁儿童学习效果的影响。首先考察了积极反馈和消极反馈对儿童学习效果的影响，进而在积极、消极反馈的基础上加入了物质、社会性强化物，探究物质、社会性强化条件下积极、消极反馈对儿童学习效果影响的性别差异。结果表明，对于8~10岁儿童来说，消极反馈比积极反馈对儿童学习效果的影响更大。并且，物质、社会性强化物对儿童反馈学习效果的影响存在性别差异，对于男孩来说，在物质性强化条件下，消极反馈更能促进其学习；而对于女孩来说，在社会性强化物下，消极反馈更能促进她们的学习。该研究为如何运用反馈促进儿童学习提供了实证依据。

关键词: 积极反馈, 消极反馈, 物质性强化, 社会性强化, 性别差异

Abstract: The ability to learn from external feedback is particularly important during childhood. Previous studies have found that different types of feedback and reinforcement conditionings (the positive and negative feedback and the monetary and social reinforcement conditioning) had different influences on children's learning performances. In addition, there may be gender differences in the influences of the feedback type on learning performances. In this study, we used two experiments to examined the effects of the positive and negative feedback and the monetary and social feedback on children's learning performances. Experiment 1 examined effects of the positive and negative feedback on children's learning performances in 62 children (range 8-10 years). And experiment 2 examined the gender differences of learning performances in the monetary and social reinforcement conditionings in 133 children (range 8-10 years). These results indicated that, compared with positive feedback, negative feedback had a stronger influence on children's learning performances. In addition, the monetary reinforcement conditioning promoted boys' learning performances better, while the social reinforcement conditioning had a stronger influence on girls' learning performance.

Key words: positive feedback, negative feedback, monetary reinforcement conditioning, social reinforcement conditioning, gender differences

中图分类号: 

  • G442
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