意义程度不同的对偶材料迁移效果的实验研究

A Study on the Effect of Meaning of Paired-Associates on Learning Transfer

通过两个对偶学习实验探讨了对偶材料的意义性对两种类型的迁移效果的影响 ,即刺激相同、反应不同的迁移类型和刺激不同、反应相同的迁移类型。从广州华南师范大学低年级随机选出 5 6名大学生 ,采取组内设计 ,自变量分无意义词对、抽象词对、具体词对三种水平 ;要求每名被试依次完成三种水平全部学习。依据前后学习成绩之差 ,考察三种水平下迁移效果的变化。结果表明 :当对偶材料意义性逐渐增大时 ,在刺激相同、反应不同的条件下 ,产生负迁移的程度逐渐增大 ;在刺激不同、反应相同的条件下 ,产生迁移的效果不受影响。

Based on two paired associates learning experiments, the effect of meaning of paired associate on two kinds of transfer of learning was investigated. 56 students were randomly chosen from the South China Normal University(SCNU) and learned all of nonsense syllable materials, abstract materials and concrete materials. Learning transfer was measured by the difference between the performance of the first session and the next session. The results showed that 1) Negative transfed increased with the increase of material meaning in old stimuli and new responses (A B, A C)settings; 2) in new stimuli and old responses (A B, C B) settings, no effect of meaning of material was found on learning transfer.