自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记忆巩固、生成性认知加工和社会临场感...自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记忆巩固、生成性认知加工和社会临场感视角对学习者自我生成教学的积极作用进行了解释。汇总相关研究发现,自我生成教学的不同实施方式促进学习的效果不同,其中,以有教者形象的口头形式(如:视频)自我生成教学相比于重复学习、提取练习等简单学习任务可以有效提高学习者的即时理解、即时迁移、延迟理解和延迟迁移成绩,可能是更优的实施方式。而以无教者形象的口头形式(如:仅语音)或书面形式(如:文本)自我生成教学对学习成绩的积极影响较微弱。多媒体学习认知理论可能补充解释不同实施方式促进效果的差异。自我生成教学的学习者还可以体验到更高的动机和愉悦感并愿意在教学时投入更多的心理努力。未来研究需要在检验并整合理论、确定边界条件、优化自我生成教学等方面进一步探讨。展开更多
Central coherence refers to the ability to interpret details of information into a whole. To date, the concept of central coherence is mainly used in research of autism, Asperger＇s syndrome and recently in the resear...Central coherence refers to the ability to interpret details of information into a whole. To date, the concept of central coherence is mainly used in research of autism, Asperger＇s syndrome and recently in the research on eating disorders. The main purpose of the present study was to examine central coherence in patients with Alzheimer＇s disease. Nine Alzheimer＇s disease patients and ten age- and gender-matched control subjects, who differed significantly in neurological assessment, were shown a picture of a fire. Compared to control subjects, the Alzheimer＇s disease patients described the picture in a fragmented way by mentioning details and separate objects without perceiving the context of the fire. In conclusion, patients with Alzheimer＇s disease are at the weak end of central coherence, and hence suffer from a fragmented view of their surroundings. The findings have important clinical implications for the understanding of patients with Alzheimer＇s diseaseand also for the possibility of caregivers to meet the Alzheimer＇s disease individual in an appropriate way in the everyday care.展开更多
文摘自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记忆巩固、生成性认知加工和社会临场感视角对学习者自我生成教学的积极作用进行了解释。汇总相关研究发现,自我生成教学的不同实施方式促进学习的效果不同,其中,以有教者形象的口头形式(如:视频)自我生成教学相比于重复学习、提取练习等简单学习任务可以有效提高学习者的即时理解、即时迁移、延迟理解和延迟迁移成绩,可能是更优的实施方式。而以无教者形象的口头形式(如:仅语音)或书面形式(如:文本)自我生成教学对学习成绩的积极影响较微弱。多媒体学习认知理论可能补充解释不同实施方式促进效果的差异。自我生成教学的学习者还可以体验到更高的动机和愉悦感并愿意在教学时投入更多的心理努力。未来研究需要在检验并整合理论、确定边界条件、优化自我生成教学等方面进一步探讨。
文摘Central coherence refers to the ability to interpret details of information into a whole. To date, the concept of central coherence is mainly used in research of autism, Asperger＇s syndrome and recently in the research on eating disorders. The main purpose of the present study was to examine central coherence in patients with Alzheimer＇s disease. Nine Alzheimer＇s disease patients and ten age- and gender-matched control subjects, who differed significantly in neurological assessment, were shown a picture of a fire. Compared to control subjects, the Alzheimer＇s disease patients described the picture in a fragmented way by mentioning details and separate objects without perceiving the context of the fire. In conclusion, patients with Alzheimer＇s disease are at the weak end of central coherence, and hence suffer from a fragmented view of their surroundings. The findings have important clinical implications for the understanding of patients with Alzheimer＇s diseaseand also for the possibility of caregivers to meet the Alzheimer＇s disease individual in an appropriate way in the everyday care.
