样例的编码方式对问题解决迁移的影响及心理机制

心理发展与教育 ›› 2006, Vol. 22 ›› Issue (2): 71-75.

样例的编码方式对问题解决迁移的影响及心理机制

邢强¹, 莫雷²

1. 广州大学心理系, 广州, 510405;
2. 华南师大心理系, 广州, 510631

出版日期:2006-04-15 发布日期:2006-04-15
作者简介:邢强(1973- ),男,甘肃会宁人,广州大学心理学系副教授,西南大学心理学院博士后.E-mail:xingqiang@eyou.com
基金资助:
广州市哲学社会科学十五规划项目(YZ6-4)

Effect of Encoding of Multiple Examples on Problem solving Transfer and the Psychological Mechanism

XING Qiang¹, MO Lei²

1. Department of Psychology, Guangzhou University, Guangzhou 510405;
2. Department of Psychology, South China Normal University, Guangzhou 510631

Online:2006-04-15 Published:2006-04-15

摘要/Abstract

摘要： 以概率原理为材料,通过两个实验考察了样例的编码方式对问题解决迁移的影响及其心理机制。实验1探讨了样例的变异性与不同的自我解释模式结合对被试解决不同程度迁移问题的影响;实验2运用大声思维技术,进一步探讨不同样例的变异性和不同自我解释模式编码样例的条件下学习者的学习活动和问题解决的特点。结果表明:样例的变异性和诱发自我解释模式结合能有效地促进原理图式的获得和迁移;自我解释对理解原理和获得原理的概化图式有着重要作用。不同的学习者自我解释的特征并不一致,存在着个体差异。

关键词: 编码方式, 迁移, 自我解释, 大声思维

Abstract: Using the probability principle problems as the materials,two experiments had been conducted to examine the effects of the encoding of multiple examples on problem solving transfer and the process.Experiment 1 probed into the effect of variability of multiple examples combined with the different Self explanation modes on different degree transfer.Experiment 2 using the technology of think aloud,the learning activity and the characters of problem solving had been analyzed in the condition:"multiple/elicited","multiple/spontaneous","uniform/elicited","uniform/spontaneous".It is indicated that:when variability of multiple examples combined with the elicited self-explanation mode,it is beter for transfer and schema generalization.Self-explanation has the key role in understanding principle and acquiring the generalized schema.Different subjects have the different self explanation mode.

Key words: Encoding mode, Transfer, Self-explanation, Think aloud

中图分类号:

G442

邢强, 莫雷. 样例的编码方式对问题解决迁移的影响及心理机制[J]. 心理发展与教育, 2006, 22(2): 71-75.

XING Qiang, MO Lei. Effect of Encoding of Multiple Examples on Problem solving Transfer and the Psychological Mechanism[J]. Psychological Development and Education, 2006, 22(2): 71-75.

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[1] 参考前人的研究经验,此值只为经验数值,没有任何理论涵义.

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