先前知识对初中学生学习家族相似性类别的影响研究

The Knowledge Effects in Category Learning of Middle School Students

采用特征—主题的类别学习范式,考察了先前知识对初中学生学习具有家族相似性结构人工类别的影响。结果表明:基于先前知识的主题关系对初中学生的类别学习有显著促进;初中学生在基于已有知识的类别学习中更多地获得了知识关联特征的信息,同时也能对机械特征保持敏感。

Following features - theme paradigm, this research is designed to examine the prior - knowledge effects in category learning of middie school students. The artificial categories with family resemblance are used as materials and 78 middle school students participated in two experiments. The results show the performance of category learning is promoted apparently if the themes shared by the knowledge - related features are consistent with category structure. And not only the information of the knowledge - related features have been acquired, but also it does on the rote features. So it suggests that the category structure were learned by the approach of knowledge - first and features integrated.