诱发自我解释与样例类型的结合对学习迁移的影响研究

Reseach of the Influence between the Combination of Self-explanation and Worked Examples Types on Learning Transfer

以大学一年级学生为被试,考察正误样例学习的自我解释效应.实验1要求被试在两种实验条件下学习概率题(变量1:有(无)诱发自我解释的正误结合样例;变量2:近迁移和远迁移).实验2要求被试在两种实验条件下学习概率题(变量1:有诱发自我解释的正误结合样例和正确样例;变量2:近迁移和远迁移).实验结果显示,迁移主效应显著,自我解释类型主效应不显著,交互作用不显著.通过事后分析统计发现,原有知识水平和样例类型交互作用显著,在低原有知识水平的情况下,正确样例组的迁移成绩显著高于正误样例组.

This study select fresh student as subjects to study the self-explanation effect of correct and incorrect combined worked examples. In experiment l, the participants learned to solve probability problems under two conditions （Factor 1 ：correct and incorrect combined worked examples with prompting self- explanations vs. correct and incorrect combined worked examples without prompting self-explanations; factor 2：near transfer vs. far transfer）. In experiment 2,the participants learned to solve probability problems under two conditions （factor 1 ：correct worked examples with prompting self-explanations vs. correct and incorrect combined worked examples with prompting self-explanations; factor 2： near transfer vs. far transfer）. There is only main effect ＂self-explanation prompts＂ reached significant level. By Post hoc analysis, an aptitude-treatment interaction was found： if learners had prior knowledge correct worked examples were more favourable. In addition, the self-explanations effects were not be found in both experiment 1 and experiment 2. A possible measure to prevent this negative side effect of incorrect solutions is discussed.