文本学习中运用先行组织者策略的知识反转效应
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摘要
旨在探索文本学习中运用先行组织者策略是否会出现知识反转效应,并对效应产生的认知负荷与动机原因加以验证。选取240名大学生,采用2(先备知识)×4(先行组织者类型)两因素被试间设计。结果显示:(1)先行组织者策略的运用出现了部分知识反转效应,低先备知识者在文字加模型组织者和模型组织者条件下的学习成绩好于文字组织者和无先行组织者条件,而高先备知识者在各教学条件下的学习成绩无显著差异。(2)低先备知识者在模型组织者条件下的心理努力和脑力负荷显著低于文字组织者和无组织者条件,在文字加模型组织者条件下的学习兴趣显著高于无组织者条件,而高先备知识者在各教学条件下的认知负荷与动机均无显著差异。结论:文本学习中先行组织者策略的运用产生了部分知识反转效应,低先备知识者更适宜于文字加模型组织者和模型组织者教学,高先备知识者更适宜于直接教学;证实了知识反转效应产生原因的认知负荷与动机两种解释。
The aim of this paper is to explore whether the expertise reversal effect will appear in the use of advance organizer strategy in text learning, and to verify the cognitive load and motive causes of the effect. 240 college students participated in the study; each participant was allocated to one cell of 2(prior knowledge) ×4(advance organizer type) between-subjects factorial design. The results showed that: 1) The partial expertise reversal effect appeared in the use of advance organizer strategy in text learning, the learning scores of students with lower levels of prior knowledge receiving text and model organizer condition and model organizer condition were higher than text organizer and no advance organizer conditions, but there was no significant difference between students with higher prior knowledge in four kinds of advance organizers. 2) The efforts and mental workload scores of students with lower levels of prior knowledge in text with model organizer and model organizer conditions were lower than the text organizer and no advance organizer conditions, and the interest scores of text with model organizer were higher than the no advance organizer conditions; the efforts, mental workload and interest scores of students with higher levels of prior knowledge had no significant difference in the four advance organizer conditions. Conclusion: In the text learning, the partial expertise reversal effect has appeared in the use of advance organizer strategy; the text with model organizer and model organizer may be more suitable for the students with lower levels of prior knowledge, and the students with higher levels of prior knowledge may be more suitable for direct teaching; this study confirmed cognitive load and motivation explanations of expertise reversal effect.
The aim of this paper is to explore whether the expertise reversal effect will appear in the use of advance organizer strategy in text learning, and to verify the cognitive load and motive causes of the effect. 240 college students participated in the study; each participant was allocated to one cell of 2(prior knowledge) ×4(advance organizer type) between-subjects factorial design. The results showed that: 1) The partial expertise reversal effect appeared in the use of advance organizer strategy in text learning, the learning scores of students with lower levels of prior knowledge receiving text and model organizer condition and model organizer condition were higher than text organizer and no advance organizer conditions, but there was no significant difference between students with higher prior knowledge in four kinds of advance organizers. 2) The efforts and mental workload scores of students with lower levels of prior knowledge in text with model organizer and model organizer conditions were lower than the text organizer and no advance organizer conditions, and the interest scores of text with model organizer were higher than the no advance organizer conditions; the efforts, mental workload and interest scores of students with higher levels of prior knowledge had no significant difference in the four advance organizer conditions. Conclusion: In the text learning, the partial expertise reversal effect has appeared in the use of advance organizer strategy; the text with model organizer and model organizer may be more suitable for the students with lower levels of prior knowledge, and the students with higher levels of prior knowledge may be more suitable for direct teaching; this study confirmed cognitive load and motivation explanations of expertise reversal effect.
引文
龚德英.(2009).多媒体学习中认知负荷的优化控制.西南大学博士学位论文.
吕厚超,李敏.(2000).闪光灯记忆的理论模型.心理学动态,8(3),23-28.
吴岚.(2009).信息呈现方式与经验水平对多媒体学习中认知负荷的影响.湖南师范大学硕士学位论文.
肖元梅,王治明,王绵珍,兰亚佳.(2005).主观负荷评估技术和NASA任务负荷指数量表的信度与效度评价.中华劳动卫生职业病杂志,23(3),178-181.
肖元梅,范广勤,冯昶,李伟,姜红英.(2010).中小学教师NASA-TLX量表信度及效度评价.中国公共卫生,26(10),1254-1255.
张冬梅,路海东,祖雅桐.(2016).认知负荷视角下的知识反转效应.心理科学进展,24(4),501-509.
赵立影.(2014).多媒体学习中的知识反转效应研究.华东师范大学博士学位论文.
Ausubel,D.P.(1960).The use of advance organizers in the learning and retention of meaningful verbal material.Journal of Educational Psychology,51,267-272.
Chen,O.H.,Kalyuga,S.,&Sweller,J.(2017).The expertise reversal effect is a variant of the more general element interactivity effect.Educational Psychology Review,29(2),393-405.
Cummins,C.,Kimbell-Lopez,K.,&Manning,E.(2015).Graphic organizers:Understanding the basics.California Reader,49(1),14-22.
Cutrer,W.B.,Castro,D.,Roy,K.M.,&Turner,T.L.(2011).Use of an expert concept map as an advance organizer to improve understanding of respiratory failure.Medical Teacher,33(12),1018-1026.
German,S.(2016).Teacher to teacher:Instructional scaffolds can support students.Science Scope,40(3),72-76.
Hart,S.G.,&Staveland,L.E.(1988).Development of NASA-TLX(task load index):Results of empirical and theoretical research.Advances in Psychology,52,139-183.
Hill,S.G.,Iavecchia,H.P.,Byers,J.C.,Bittner,A.C.,Zaklad,A.L.,&Christ,R.E.(1992).Comparison of four subjective workload rating scales.Human Factors,34(4),429-439.
Kalyuga,S.(2007).Enhancing instructional efficiency of interactive E-learning environments:A cognitive load perspective.Educational Psychology Review,19(3),387-399.
Kalyuga,S.,Ayres,P.,Chandler,P.,&Sweller,J.(2003).The expertise reversal effect.Educational Psychologist,38(1),23-31.
Kalyuga,S.&Singh,A.M.(2016).Rethinking the boundaries of cognitive load theory in complex learning.Educational Psychology Review,28(4),831-852.
Lagerwerf,L.,Cornelis,L.,de Geus,J.,&Jansen,P.(2008).Advance organizers in advisory reports:Selective reading,recall,and perception.Written Communication,25(1),53-75.
Mason,L.,Pluchino,P.,&Tornatora,M.C.(2013).Effects of picture labeling on science text processing and learning:Evidence from eye movements.Reading Research Quarterly,48(2),199-214.
Mayer,R.E.(1979).Twenty years of research on advance organizers:Assimilation theory is still the best predictor of results.Instructional Science,8(2),133-167.
Rey,G.D.,&Buchwald,F.(2011).The expertise reversal effect:Cognitive load and motivational explanations.Journal of Experimental Psychology:Applied,17(1),33-48.
Shihusa,H.,&Keraro,F.N.(2009).Using advance organizers to enhance students’motivation in learning biology.Eurasia Journal of Mathematics,Science&Technology Education,5(4),413-420.
Song,D.L.(2016).Expertise reversal effect and sequencing of learning tasks in online English as a second language learning environment.Interactive Learning Environments,24(3),423-437.
van Merri?nboer,J.J.G.,&Sweller,J.(2005).Cognitive load theory and complex learning:Recent developments and future directions.Educational Psychology Review,17(2),147-177.
Vogel-Walcutt,J.J.,Del Guidice,K.,Fiorella,L.,&Nicholson,D.(2013).Using a video game as an advance organizer:Effects on development of procedural and conceptual knowledge,cognitive load,and casual adoption.Journal of Online Learning&Teaching,9(3),376-392.
Vollmeyer,R.,&Rheinberg,F.(1998).Motivational influences on the acquisition and application of knowledge in a simulated system.Zeitschrift für P?dagogische Psychologie,12(1),11-23.
Vollmeyer,R.,&Rheinberg,F.(2000).Does motivation affect performance via persistence?Learning and Instruction,10(4),293-309.
吕厚超,李敏.(2000).闪光灯记忆的理论模型.心理学动态,8(3),23-28.
吴岚.(2009).信息呈现方式与经验水平对多媒体学习中认知负荷的影响.湖南师范大学硕士学位论文.
肖元梅,王治明,王绵珍,兰亚佳.(2005).主观负荷评估技术和NASA任务负荷指数量表的信度与效度评价.中华劳动卫生职业病杂志,23(3),178-181.
肖元梅,范广勤,冯昶,李伟,姜红英.(2010).中小学教师NASA-TLX量表信度及效度评价.中国公共卫生,26(10),1254-1255.
张冬梅,路海东,祖雅桐.(2016).认知负荷视角下的知识反转效应.心理科学进展,24(4),501-509.
赵立影.(2014).多媒体学习中的知识反转效应研究.华东师范大学博士学位论文.
Ausubel,D.P.(1960).The use of advance organizers in the learning and retention of meaningful verbal material.Journal of Educational Psychology,51,267-272.
Chen,O.H.,Kalyuga,S.,&Sweller,J.(2017).The expertise reversal effect is a variant of the more general element interactivity effect.Educational Psychology Review,29(2),393-405.
Cummins,C.,Kimbell-Lopez,K.,&Manning,E.(2015).Graphic organizers:Understanding the basics.California Reader,49(1),14-22.
Cutrer,W.B.,Castro,D.,Roy,K.M.,&Turner,T.L.(2011).Use of an expert concept map as an advance organizer to improve understanding of respiratory failure.Medical Teacher,33(12),1018-1026.
German,S.(2016).Teacher to teacher:Instructional scaffolds can support students.Science Scope,40(3),72-76.
Hart,S.G.,&Staveland,L.E.(1988).Development of NASA-TLX(task load index):Results of empirical and theoretical research.Advances in Psychology,52,139-183.
Hill,S.G.,Iavecchia,H.P.,Byers,J.C.,Bittner,A.C.,Zaklad,A.L.,&Christ,R.E.(1992).Comparison of four subjective workload rating scales.Human Factors,34(4),429-439.
Kalyuga,S.(2007).Enhancing instructional efficiency of interactive E-learning environments:A cognitive load perspective.Educational Psychology Review,19(3),387-399.
Kalyuga,S.,Ayres,P.,Chandler,P.,&Sweller,J.(2003).The expertise reversal effect.Educational Psychologist,38(1),23-31.
Kalyuga,S.&Singh,A.M.(2016).Rethinking the boundaries of cognitive load theory in complex learning.Educational Psychology Review,28(4),831-852.
Lagerwerf,L.,Cornelis,L.,de Geus,J.,&Jansen,P.(2008).Advance organizers in advisory reports:Selective reading,recall,and perception.Written Communication,25(1),53-75.
Mason,L.,Pluchino,P.,&Tornatora,M.C.(2013).Effects of picture labeling on science text processing and learning:Evidence from eye movements.Reading Research Quarterly,48(2),199-214.
Mayer,R.E.(1979).Twenty years of research on advance organizers:Assimilation theory is still the best predictor of results.Instructional Science,8(2),133-167.
Rey,G.D.,&Buchwald,F.(2011).The expertise reversal effect:Cognitive load and motivational explanations.Journal of Experimental Psychology:Applied,17(1),33-48.
Shihusa,H.,&Keraro,F.N.(2009).Using advance organizers to enhance students’motivation in learning biology.Eurasia Journal of Mathematics,Science&Technology Education,5(4),413-420.
Song,D.L.(2016).Expertise reversal effect and sequencing of learning tasks in online English as a second language learning environment.Interactive Learning Environments,24(3),423-437.
van Merri?nboer,J.J.G.,&Sweller,J.(2005).Cognitive load theory and complex learning:Recent developments and future directions.Educational Psychology Review,17(2),147-177.
Vogel-Walcutt,J.J.,Del Guidice,K.,Fiorella,L.,&Nicholson,D.(2013).Using a video game as an advance organizer:Effects on development of procedural and conceptual knowledge,cognitive load,and casual adoption.Journal of Online Learning&Teaching,9(3),376-392.
Vollmeyer,R.,&Rheinberg,F.(1998).Motivational influences on the acquisition and application of knowledge in a simulated system.Zeitschrift für P?dagogische Psychologie,12(1),11-23.
Vollmeyer,R.,&Rheinberg,F.(2000).Does motivation affect performance via persistence?Learning and Instruction,10(4),293-309.