错误信息特征对学科领域知识丰富性不同学生学习的错误监控之影响

The Effects of Error Information Features on Error Detection Among Different Abundance of Disciplinary Domain Knowledge Students' Learning

采用Go/No-Go范式,26名中学生参与实验。考察基于主体错误反应和客体错误信息两类错误监控条件下,学科领域知识教学实验组和对照组对不同类型错误信息监控的脑电成分。结果显示,(1)错误反应监控下,实验组对要义特征错误反应诱发的ERN较字面特征的更负,对照组则相反。(2)错误信息监控下,两组学生均表现出监控字面特征错误诱发的ERN较要义特征错误的更负。(3)两种监控条件均表现出实验组的ERN波形较对照组的更负。表明:虽然两类监控条件均能诱发ERN,但影响因素不同:基于主体错误反应的监控受个体对其错误的加工深度影响;基于客体错误信息的监控受错误信息的清晰性影响。

Efficient learning requires an internal monitoring system that detects error information. Error detection plays an important role in cognitive monitoring. The aim of this study is to investigate the ERPs of the disciplinary domain knowledge teaching experiment on two kinds of error features （verbatim and gist features errors） under subjects - based error response detection and objects - based error information detection. Verbatim feature errors refer to the incorrectly written chemical expressions and gist features errors refer to the equations for chemical reactions that violate the principles of replacement reaction. Twenty- six middle school students （thirteen of them were chosen from the teaching experiment class and the rest were from the control class） participated in this ERP experiment. The Go/No - Go paradigm was used. Subjects were instructed to respond to the incorrectly written chemical expressions or the equations for chemical reactions that violated the principles of replacement reaction by pressing the Go trial＇button and to withhold this response when they judged the present stimulus as correct. Recordings of the electroencephalogram were made from FCz, Fz, Cz, CPz and were referenced to the activity recorded on the left and right mastoids. Vertical EOG was recorded with tin electrodes placed above and below the left eye and horizontal EOG was recorded from electrodes lateral to each eye. All electrode impedances were below 5kΩ. The EEG and EOG were amplified by a. 10 - 30Hz bandpass and digitized with a sample rate of 500Hz. The results showed that （1） in the error response detection condition, the errorrelated negativity （ERN） amplitudes elicited by the teaching experimental group exhibited a larger negative deflection in the gist features errors situations than those of the verbatim features errors. On the contrary, the control group produced a much more negative ERN deflection for the verbatim features errors compared with the gist features errors. （2） In the error information detection condition, the verbatim features errors elicited significantly higher ERN amplitudes than the gist features errors did both in the teaching experimental group and the control group. （3） The effects of the disciplinary domain knowledge teaching experiment existed both in error response and error information detection conditions, because the teaching experiment group produced ERN components of higher amplitudes than the control group in both the verbatim features and the gist features errors. The present results indicate that, although the ERN amplitudes are significantly elicited in the error response and the error information detection conditions, their ERN effects are affected by different factors ： the subjects - based error response detection is mainly modulated by the depth of error processing between subjects and the objects - based error information detection is associated with the clarity of error information.