球箱问题解决策略的全程内隐与不同阶段外显探究及其年龄效应

发布时间：2018-01-22 12:20

本文关键词： 内隐策略外显策略球箱问题年龄问题解决阶段　出处：《苏州大学》2014年硕士论文　论文类型：学位论文

【摘要】：学习策略是指学习者在学习活动中有效学习的程序、规则、方法、技巧及调控方式，它既包含内隐的规则系统，又是外显的方法、程序、步骤。内隐学习策略具有内隐学习的一般特性，它具有自动化、无意识和高效性，且内隐学习策略可以人为外显转化。本研究采用改编的球箱问题来探讨学习策略在全程内隐与不同阶段外显的运用特点以及内隐学习策略随年龄变化的发展性特点。研究一进行内隐组与外显组共四组的对照实验。内隐组在问题解决过程中不告诉问题解决策略，全程内隐；外显组分为三组，在不同问题解决阶段告诉策略，进行策略人为外显。第一组在第一次问题解决前告诉策略，第二组在第二次问题解决前告诉策略，第三组在第三次问题解决前告诉策略。研究二采用同样改编的球箱问题，分别选取三年级、五年级和七年级被试，探查问题解决内隐学习策略不同年级运用的特点。本研究发现： 1.改编的球箱问题形式新颖，趣味性较强，此实验材料适合考察儿童问题解决内隐学习策略的运用。 2.内隐策略和外显告知的策略具有各自的优势：内隐组和外显组在问题解决的总反应时和总操作步数上组别主效应均不显著，说明内隐组与外显组策略运用效率相当，从省力来讲，由于内隐策略运用不需要意志努力或者只需要较少努力，，就此点来讲本实验证明了内隐策略运用具有优势学习效应；而从最终路径期的反应时及第三阶段问题解决的反应时来看，外显组反应时都少于内隐组，表明外显组问题解决优于内隐组。 3.各组问题解决阶段在反应时和操作步数上主效应显著，各组的第二阶段与第三阶段反应时都是显著短于第一阶段问题解决。在操作步数上，第三阶段显著少于第一阶段问题解决；从总体上看，反应时和操作步数上随着时间发展都有下降的趋势，体现出各自学习的效果随着学习时间的增加而提高的长时功效。本研究发现无论是内隐学习策略还是外显告知的策略运用同样都存在长时功效。 4.各组被试在问题解决探索后期不悔棋步数少于探索前期不悔棋数，说明被试策略的生成和运用是顿悟性的，而最终路径期是被试产生顿悟的主要时期。 5.不同阶段人为告知的策略的运用效果有所不同：在问题解决前告知策略的第一组，解决问题效果最差;在第二阶段问题解决前告知策略的第二组，解决问题效果最佳，在第三阶段问题解决前告知策略的第三组解决问题效果介于第一组和第二组之间。 6.从年级发展来看，各年级不同问题解决阶段被试总反应时和总移动步数年级主效应不显著，进一步证明了内隐学习策略具有不受年龄影响的特点。
[Abstract]:Learning strategies refer to learners in the effective learning procedures, rules, methods, techniques and methods of control, which includes both implicit rules system, and the method, the explicit procedure steps. Implicit learning strategy has the general characteristics of implicit learning, it has automatic, unconscious and efficient, and the implicit learning strategy can be made explicit conversion. This research adopts ball box adapted to explore the learning strategies in the process of implicit and explicit use of the characteristics of different stages and implicit learning strategies change with age development characteristics. A study of implicit and explicit control group experimental group a total of four groups. The implicit group in the problem solving process does not tell the whole problem solving strategy, implicit and explicit; the group divided into three groups, in different stages of problem solving strategies for human strategy told, explicit. The first group was told the first time in solving problems before the policy Briefly, the second group told the strategy before the second problem solution, and the third group told the strategy before the third problem solution.
Study two adopted the same adapted ball box problem, and selected subjects in grade three, grade five and grade seven to explore the characteristics of different grades of implicit learning strategies.
This study found that:
1. the ball box problem adapted is novel and interesting. This experimental material is suitable for investigating the application of implicit learning strategies for children's problem solving.
Implicit strategy and 2. implicit informed strategies have their own advantages: implicit and explicit group reaction in problem solving and total operation steps on the group main effect was not significant, and that the implicit group significantly within the group policy application efficiency, from the effort, because implicit strategies no effort or requires less effort, on the point of this experiment proved that implicit strategy has the advantage of learning effect; and from the final stage and the three stage reaction path to solve the problem of reaction time, reaction time is less than the explicit group, implicit group, explicit group is better than that of implicit problem solving group.
3. groups of problem solving phase in the reaction time and the operation steps of significant main effect, second stage and third stage group reaction time was significantly shorter than the first stage of problem solving. In the operation steps, the third stage was significantly less than the first stage of problem solving; on the whole, reaction time and operation step number with the development of time has a downward trend, reflect their learning effect with increasing learning time long effect. This study found that both implicit learning strategies or the use of explicit strategies are also told long effect.
4. groups of subjects to solve the latter not undo step number is less than the exploration of exploration the undo number in question, that is to say, the generation and use of strategy is insight, and the final path period is the main period subjects produce insight.
5. different stages of human effect told strategies are different: the first group to inform strategies in solving the problems before, to solve the problem of the worst effect; inform second group policy in solving the second stage problem, solve the problem of the best effect, solve in the third groups to inform strategies to solve the third stage problem before the problem of the effect between the first group and between the second groups.
6., from the perspective of grade development, the main effect of total response time and total mobile step number is not significant in different stages of problem-solving stage, further proving that implicit learning strategy is not affected by age.

【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G442

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