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1.
《Learning and Instruction》2003,13(2):141-156
This paper presents an integrated view of learning from verbal and pictorial representations. Learning from these representations is considered as a task oriented process of constructing multiple mental representations. Construction of these representations includes information selection and information organisation, parsing of symbol structures, mapping of analog structures as well as model construction and model inspection. Based on this theoretical view an experiment was conducted to analyse the effects of different kinds of multiple external representations on the structure of mental models. Sixty university students were randomly assigned to one of the three experimental conditions. The text-only group learned the subject matter with a hypertext, whereas the other two groups learned the subject matter with a hypermedium including this hypertext and different kinds of graphics. The findings indicate that the structure of graphics affects the structure of the mental model. They also indicate that presenting graphics is not always beneficial for the acquisition of knowledge. Whereas task-appropriate graphics may support learning, task-inappropriate graphics may interfere with mental model construction. 相似文献
2.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each
effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working
memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load
theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment.
Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that
we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory
limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to
process, known as biologically primary information. If biologically primary information is less affected by working memory
limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition
of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge
being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary
view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and
discuss some of the practical implications of this view. 相似文献
3.
Christel Kumbruck 《Journal of Research in Reading》1998,21(2):160-172
This paper discusses some differences between linear reading and reading in hypertext, a non-linear medium. The investigations of hypertext form part of a research project on the design and use of multimedia systems, and hypertext in particular, for assessing planning applications for large scale building developments, such as chemical plants which are subject to the Air Pollution Laws (Immissionsschutzgesetz). The key question treated here is whether hypertext makes it easier to read and assess such planning applications for experts (officials of the regional government and advisers to interest groups) and for lay people who may be objectors (such as members of ecology groups or those living in the neighbourhood). The development and testing of a hypertext system for this purpose involves considering the literature in psychology on cognitive differences between reading conventional and hypertext documents and on advantages and disadvantages of hypertext. From the literature review and from interview data, it is concluded that hypertext has fewer benefits in this situation than it appears to promise; while there are some advantages for experts, who nevertheless also need to apply conventional reading strategies to conventional paper texts, it is of limited use to the lay non-experts who have an interest in planning inquiries. 相似文献
4.
The focus of this special section is on the processes involved when solving information-based problems. Solving these problems requires from people that they are able to define the information problem, search and select usable and reliable sources and information and synthesise information into a coherent body of knowledge. An important aspect throughout the whole search process is the critical evaluation of sources and information. Evaluation processes are of particular importance when searching information on the Internet, because of the masses of information, and the open publication principle of the Internet. The articles in the present special section take different perspectives in studying the evaluation processes. Influencing factors such as students' domain-specific prior knowledge, metatextual knowledge, and students' epistemic beliefs are addressed. 相似文献
5.
In this article, we present a framework for assessing changes in conceptual knowledge commonly found in scientific domains. In particular, we identify the underlying organizational patterns and contents that make up pictorial, diagrammatic, process, and procedural knowledge. These patterns are called knowledge models. Once we have defined and illustrated these models, we then demonstrate how the knowledge-updating strategies of accretion, fine tuning, and restructuring (Vosniadou & Brewer, 1987) can be rendered measurable. We next demonstrate how knowledge modeling can be used to profile changes in students' conceptual knowledge as they learn about meiosis (Cavallo, 1991). We conclude by discussing how knowledge modeling can be used to provide (a) comparability and common interpretability between studies investigating knowledge acquisition, (b) a framework for teachers to organize and transmit knowledge in their classrooms, (c) a framework for students to construct understanding of scientific phenomena, and (d) a framework for designing systematic hypertext and multimedia environments. We argue that, by using the knowledge models proposed in this article, researchers, teachers, students, and instructional designers can communicate through a universal interface for organizing and updating conceptual knowledge. 相似文献
6.
Aukse Balcytiene 《Instructional Science》1999,27(3-4):303-328
This empirical study reports on cognitive activities when hypertext readers construct interpretations, appreciate multiple perspectives and become able to manipulate the knowledge-construction process itself. A variety of methods of data collection for exploring the cognitive activities of students were produced. Quantitative results show that, in general, all students profit from their learning activities. A more detailed analysis reveals that lowprior-knowledge students benefited more from working with the hypertext program than those with high prior knowledge. From qualitative data analysis, three typical hypertext reading patterns were discovered: (1) systematic reading, (2) systematic versus explorative reading, and (3) exploration due to individual preferences. Also, it was found that, on the basis of their hypertext reading behaviour, the students could be divided into two groups, which are called self-regulated and cue-dependent learners. It seems that information presentation with hypertext appears to be the most beneficial to self-regulated readers who are to a higher degree capable of using metacognitive skills and possess, at the same time, a lesser degree of test anxiety. It is the self-regulated learner who profits most from a hypertext program. 相似文献
7.
The present study examined children's digital text comprehension of digital text types linear digital text vs hypertext, with or without graphical navigable overviews. We investigated to what extent individual variation in children's comprehension could be explained by lexical quality (word reading efficiency and vocabulary knowledge), cognitive load factors (prior knowledge and working memory), text type and graphical overview. Participants were 93 sixth graders in a within‐subject design. Word reading efficiency, vocabulary knowledge and prior knowledge predicted children's digital comprehension scores, while working memory did not. Reading comprehension was equal for linear text or hypertext. However, the presence of an overview facilitated reading comprehension for readers with lower prior knowledge. It can be concluded that hypertexts with basic digital text features and accompanying comprehension questions are not more difficult for children than linear digital texts, that similar individual factors predict reading comprehension of linear text and hypertext, and that a graphical overview helps when prior knowledge is low. 相似文献
8.
Donn R. Deboard 《Learning, Media and Technology》2001,26(1):49-62
This paper uses Frank Lloyd Wright's (1867‐1959) organic architecture as a metaphor to define the relationship between a part and the whole, whether the focus is on a building and its surroundings or information delivered via hypertext. It reviews and discusses effective strategies for designing text information via hypertext and incorporates three levels of information design: the foundation, the room, and the roof level. In the foundation level, the nature of hypertext and issues concerning the use of hypertext as an appropriate information delivery technology are presented. In the room level, specifics on effective typography and content design that enhance information processing and comprehension are reviewed. In the roof level, the learner's experience performing a task and his or her identified information needs are discussed. Finally, recommendations for future research are provided 相似文献
9.
10.
This article deals with the writing of hypertext during regular school lessons. We suppose that hypertext-environments can be used as “cognitive tools” to promote the comprehension of semantic relationships within a subject and the reflection about knowledge structures. From research on learning by writing traditional text (Bereiter &; Scardamalia 1987), it can be expected that the constitutive features of “hypertext” must be comprehensible for leaner. In this study, we focus in particular on the question: Which metaphors are helpful to introduce the main idea of “hypertext” as a cognitive tool? In an explorative field study, we examined two parallel classes constructing hypertexts during their regular school lessons. The teachers in both classes used completely different metaphors to introduce the concept of hypertext. The metaphor chosen influenced both the structures of the completed hypertext-documents and the discussion about the subject matter. The space-metaphor seems to be especially appropriate to introduce the concept of hypertext to the learner in such a way that a creative interaction between the structure of the hypertext and the semantic structure of the subject could result. Three tests were administered to measure the degree to which knowledge about semantic relations and structures was acquired. The class that had discussed hypertext with spatial metaphors showed significantly better results than the parallel class. 相似文献
11.
周景芸 《山西广播电视大学学报》2007,12(6):67-68
跨文化交际能力的培养有赖于跨文化知识的学习,但更需要培养跨文化交际心态。针对我国应试教育的特点,大学英语教师应从课堂等本族语文化交际环境中启发和培养学生跨文化交际的心态,以提高学生跨文化交际能力。 相似文献
12.
GÖRAN KARLSSON MIKAEL JANSSON MATZ LENELLS LENNART LUNDBERG RUNE KÖRNEFORS BENGT KJÖLLERSTROM 《European Journal of Engineering Education》1993,18(3):227-231
A complete coverage of the course content does not lead the student to explorative curiosity and to a scientific attitude to knowledge and learning. Interactive hypermedia use will lead to an epistemological quality raising since in that way students’ independence in planning, knowledge acquisition and problem solving might be facilitated and since at the same time tutorial supervision and guidance can be included. Hypermedia have possibilities to provide students with large quantities of information. With network interfacing learning can take place independent of time and place and individualized education will be possible. Combined with CMC (computer mediated communication) and educational software the student has a tool for life-long education within the classroom. At the Växjö University text, images and simulations have been integrated within a hypertext system: Hyperbook (for Macintosh). At the Royal Institute of Technology we develop this concept to use it with computer-based self-study material in mechanics, a project which started in autumn 1990 using HyperCard. At the University of Lund a development of hypertext material in the form of computer illustrated text for a thermodynamics textbook has just started. An example of limits of models will be demonstrated by a computer simulation of a linearized and a non-linearized pendulum. 相似文献
13.
Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the learning of new content. In a field experiment with a pre-post-design we taught fractions to N = 195 6th grade students and compared two conditions that encouraged reflection on either incorrect or correct examples. We found that incorrect examples supported students’ negative knowledge more than correct examples. However, regarding the knowledge of fractions, only advanced students could benefit from incorrect examples; students with low prior knowledge learned more from correct examples. Even though negative knowledge showed a partial mediation effect for knowledge acquisition, it did not mediate the effect of error reflections on the acquisition of knowledge of fractions. The implications for school instruction are discussed. 相似文献
14.
当代认知心理学的"学习观"及教学启示 总被引：6，自引：0，他引：6
黄天元 《湖南师范大学教育科学学报》2002,1(4):109-112
认知心理学是当代心理学发展的主流，对教育产生了巨大的影响。认知心理学学习观主要有：学习是个体主动构建的过程，学习者已有的知识经验是学习的充分条件，对信息的认知加工和相应的策略是学习的必要条件，元认知对认知过程的意识和调控影响学习的顺利进行，动机指导着个体的学习。据此，现代教学实践应改变传统的学生观，教学过程中要加强学生的研究、学生学习策略和元认知能力的培养，教学评价也应注意学生学习过程的评价。 相似文献
15.
Wolfgang Schneider 《Educational Psychology Review》1993,5(3):257-273
Developmental studies assessing the impact of domain-specific knowledge on memory are discussed. In the first section of the review, different ways through which domain-specific knowledge relates to strategy use in memory tasks are briefly summarized. Empirical evidence indicating nonstrategic effects of the knowledge base are discussed next. In particular, findings based on the expert-novice paradigm are used to compare the knowledge structure and memory performance of experts and novices of different ages, and to explore how individual differences relate to the acquisition and use of domain-specific knowledge. The review shows that domain-specific knowledge permits children to process and remember domain-related information more efficiently, apply strategies more effectively, and integrate novel information more easily than domains for which they have less detailed knowledge. If the knowledge base is particularly rich, it exerts a greater influence than other sources of memory development (i.e., memory capacity, strategies, and metamemory) combined. 相似文献
16.
This study investigated the relationship between epistemological beliefs, prior domain knowledge and self-regulated learning. Biology students (n?=?25) and humanities students (n?=?26) who varied in their epistemological beliefs learned with a hierarchical hypertext about the topic of genetic fingerprinting. During their learning processes, logfiles and questionnaire data were collected. Results indicate that students do metacognitively calibrate their learning process to the complexity of the presented learning material, e.g. by processing more complex deeper-level nodes longer. Furthermore, these calibration processes were significantly related to epistemological beliefs. For example, more ‘sophisticated’ epistemological beliefs were associated with processing more nodes, whereas more ‘naïve’ beliefs were related to spending more time on single nodes. Both effects were especially pronounced on deeper hierarchical hypertext levels. Prior domain knowledge also had an impact, especially on comprehensibility ratings: biology students considered all nodes more comprehensible than humanities students. Additionally, epistemological beliefs as well as prior domain knowledge were also significantly associated with the learning outcome: for example, more prior domain knowledge led to significantly higher learning outcome. 相似文献
17.
石循忠 《湖南师范大学教育科学学报》2005,4(5):119-121
活动教学倡导学生参与教学活动，主动建构教学知识，是数学教学论的一种新型教学模式，它包括课堂教学、目标见习、集体试讲、微格教学、教学实习、教学研究等基本环节，并以教师教学知识的建构理论、教学技能形成的心理规律、系统信息反馈的科学原理作为其理论依据。 相似文献
18.
Effects of learner control,advisement, and prior knowledge on young students' learning in a hypertext environment 总被引：4，自引：0，他引：4
E. Christine Shin Diane L. Schallert Wilhelmina C. Savenye 《Educational technology research and development : ETR & D》1994,42(1):33-46
This study was an investigation of the effects of learner control and of advisement in a hypertext learning environment with
second-grade students who had different levels of prior knowledge about the content. Four treatment conditions crossing two
variables, learner control (free access representing network structuring of hypertext vs. limited access representing hierarchical
structuring of hypertext), and advisement (advisement vs. no-advisement), were established. From the quantitative and qualitative
data, results indicated that: (a) for low prior knowledge (PK) students, the limited-access condition was more effective than
the free-access condition, whereas high-PK students were able to function equally well in both conditions; (b) the free-access
group reported a higher positive attitude for advisement than for no advisement, but the limited-access group showed no such
difference in preference; (c) the low-PK group completed the lesson more quickly without advisement than with advisement,
whereas the high-PK group's completion times did not vary across advisement conditions; and (d) analysis of the path data
indicated that advisement was helpful in preventing disorientation in the free-access condition. 相似文献
19.
Chet Hedden 《Technical Communication Quarterly》2013,22(4):27-41
In a departure from the view that characterizes hypertext as a new writing paradigm based on old associationist ideas, Edward Barrett has proposed a model for hypertext that rejects cognitive and associationist language as both unnecessary and inaccurate. In this view, knowledge, reality, and even facts are community generated, “linguistic entities,” and hypertext supports the “social interface” rather than the “deep structure” of thought. This essay considers some of the premises of Barrett's proposal. A central issue is the rejection of the “authorial imperative” of structured information in favor of a view of writing as an open‐ended ever‐changing conversation in which readers and writers collaborate to discover—or generate—reality. 相似文献
20.
白红英 《石家庄职业技术学院学报》2003,15(4):29-31
新世纪高校图书馆在信息采集和信息服务中可能遇到多方面的知识产权保护问题，包括：数字图书馆建设中的知识产权问题，信息采集过程中的知识产权问题，信息资源利用过程中的知识产权问题，信息上载与下载的知识产权问题以及超本链接引起的知识产权问题等。 相似文献