延展认知的视角:STROOP任务变式中互联网使用频度与问题解决策略的差异
详细信息 查看官网全文
- 英文论文题名：The Difference in Problem Solving Strategy and Internet Use Frequency:A Modified Stroop Task Approach under the Extended Cognition Perspective
- 论文作者：毕新 ; 杨智钦 ; 吴铁钧 ; 刘电芝
- 英文论文作者：BI Xin ; LIU Dianzhi ; Soochow University
- 年：2015
- 作者机构：苏州大学教育学院;西交利物浦大学;
- 论文关键词：延展认知 ; 互联网使用 ; 问题解决策略 ; STROOP变式任务 ; 交互记忆
- 英文论文关键词：Extended Cognition ; Internet Use ; Problem Solving Strategy ; Modified Stroop Task ; Transactive Memory
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：B842.1
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：783k
- 原文格式：D
- 会议级别：全国
摘要
互联网因其所具备的海量信息和便捷搜索功能,对人们认知策略的形成产生影响,同时其又在认知系统中扮演着外部交互记忆的角色。本研究使用STROOP范式变式,在延展认知的视角下,辨析人们在面对不同难度问题时,如何基于内部记忆和外部交互记忆以形成不同问题解决策略;同时探讨问题解决策略的生成与互联网使用频度之间的关系。实验选取互联网使用频度不同(高频度和低频度)的两组在校大学生为被试,回答相同的两组问题(容易和简单),每组问题之后完成STROOP变式任务,对于显示为红色或蓝色的三组词汇(互联网概念、传统教育概念、一般概念)进行颜色判断反应。结果发现,面对容易问题时,所有三组词汇都没有进入到认知加工中。在面对困难问题时,互联网高频使用组被试激活互联网概念,而互联网低频使用组被试激活了传统教育概念和互联网概念,并且传统教育概念激活程度更大。研究证明,对于容易问题,被试都使用内部记忆知识解决问题;当面临困难问题而内部记忆知识不足以解决问题时,互联网的使用频繁程度这一行为习惯特征将导致被试采用不同的解决策略:高强度的互联网使用者倾向于立刻想到使用互联网来搜索答案,而互联网低频使用者则更多地仍然倾向于请教师长,或者查询图书资料。本研究为具身认知领域的延展认知观点提供了实证研究佐证,同时对于互联网时代的学习与教学设计实践也提供了一些有益启示。
The Internet is influencing the way to form cognition strategy of people due to its mass information and easy to use search engine; also it is playing a role as external transactive memory in the cognition system. The aim of this study was to differentiate the strategies based on internal memory and external transactive memory when people are facing problems in different difficulty levels, by using a modified Stroop task under the extended cognition prospective. The relation between problem solving strategy and Internet use frequency was also examined and explored. Two groups of college students with high and low Internet use practical behavior participated the experiments in which they answered 2 groups of questions among which one group is easy to answer using common sense and one is rather hard. After answering each group of questions, the participants completed the modified Stroop task by naming the color of 3 groups of words(Internet related words, Traditional Educational words and General Words not related to the question)presented in either blue or red. The results show that when facing easy question, the participated did not think of any word in all 3 groups of words, after being faced with difficult questions, the participants who using the Internet in a frequent way are primed to turn to Internet to seek a solution, while the lower frequency level participants are thinking both traditional educational sources and Internet, but for them, the traditional educational words has more interference with color naming. This study shows that when in solving easy problems, people are using their own internal knowledge in mind, in the situation that there is a gap in their internal knowledge when facing difficult questions; the strategies formed and adopted will be different due to the different level of frequency of using Internet of the people. High frequency Internet users will immediately turn to Intent to rectify the situation, the lower frequency Internet users will also think about Internet, but they will more use the solution by asking their tutors or reading books. Some evidence to support the extended cognition in the frame of embodied cognition has been found in this study; also the findings show some good hints to the practice in the design of learning and teaching in the era of Internet.
The Internet is influencing the way to form cognition strategy of people due to its mass information and easy to use search engine; also it is playing a role as external transactive memory in the cognition system. The aim of this study was to differentiate the strategies based on internal memory and external transactive memory when people are facing problems in different difficulty levels, by using a modified Stroop task under the extended cognition prospective. The relation between problem solving strategy and Internet use frequency was also examined and explored. Two groups of college students with high and low Internet use practical behavior participated the experiments in which they answered 2 groups of questions among which one group is easy to answer using common sense and one is rather hard. After answering each group of questions, the participants completed the modified Stroop task by naming the color of 3 groups of words(Internet related words, Traditional Educational words and General Words not related to the question)presented in either blue or red. The results show that when facing easy question, the participated did not think of any word in all 3 groups of words, after being faced with difficult questions, the participants who using the Internet in a frequent way are primed to turn to Internet to seek a solution, while the lower frequency level participants are thinking both traditional educational sources and Internet, but for them, the traditional educational words has more interference with color naming. This study shows that when in solving easy problems, people are using their own internal knowledge in mind, in the situation that there is a gap in their internal knowledge when facing difficult questions; the strategies formed and adopted will be different due to the different level of frequency of using Internet of the people. High frequency Internet users will immediately turn to Intent to rectify the situation, the lower frequency Internet users will also think about Internet, but they will more use the solution by asking their tutors or reading books. Some evidence to support the extended cognition in the frame of embodied cognition has been found in this study; also the findings show some good hints to the practice in the design of learning and teaching in the era of Internet.
引文