中学生问题解决中操作要求对资源分配的影响

Schema acquisition is one of the mechanisms of learning. How to design reasonable teaching material to promote schema acquisition is an important question that psychological researchers and educators both interested. Cognitive Load Theory indicates that: The cognitive resource of Human is limited, the organization and presentation of the learning material should avoid demanding the learner consume resource in actions that have nothing to do with schema acquisition. How can we do that? Sweller. J. et think: Increasing the operation cost of the learning material would make the students put more resource into the implementation of the operation, this kind of resource consuming has nothing to do with schema acquisition. So, in order to make the students put more resource into actions which relating to schema acquisition, we should decrease the operation cost of the learning material. But, the research results of O'Hara et indicate: In problem-solving of knowledge lean field, increasing the operation cost would make the college students invent more resource to plan and understanding actions. So, Increasing the operation cost would facilitate the schema acquisition. How operation cost will effect the Middle-School Students' (MSS) schema acquisition and resource distribution when they solve problems of knowledge lean/rich field? This is the main question this research want to make inquiry. IN this research, we use three experiments indicate: Increasing the operation cost of actions, the implementing action would be less and the planning action would be more. So, increasing the operation cost can promote the schema acquisition. We use "cost-benefit analysis" strategy to explain this result. This strategy means that: Human is rational, before doing one action, he will weigh the cost and the coming benefit of this action, if the coming benefit is higher than the cost, he will implement this action; if the cost is higher than the coming benefit, this action will be contained. On the one hand, this research further affirms the core opinion of the Cognitive Load Theory: Human's cognitive resource is limited, we should put the limited resource into actions which is related to the schema acquisition; On the other hand, for the learning material designing principle which is advanced by the Cognitive Load Theory, we raise our questions. Besides, the question we raised holds some identical views with the constructive learning opinion: Learning is not passive information absorption, but positively constructing the meaning of the information, besides, this kind of construction can't done by others. The result of this research can provide some theory guidance and experimental basis for the designing of the MSS's science teaching material from a complete new angle.

不同学习策略对改变学生物理要领错误的影响

In the field of misconceptions research, previous research was focused mainly on the effect of naive concepts on the learning of scientific concept. In this study, from the viewpoint of declarative and procedural knowledge, conceptual errors on Newtonian mechanics were studied comparatively between high-performance and low-performance students. Furthermore, the effects of self-explain learning strategies and reflective learning on the change of subjects' conceptual errors were explored. The result of experiments indicated: 1. There was significant difference in the number of conceptual errors of declarative and procedural knowledge between high-performance students and low-performance students. And Low-performance students made more conceptual errors of procedural knowledge than that of declarative knowledge. For high-performance students, there was no distinct difference between these two kinds of errors. 2. In the distribution of conceptual errors, most errors of declarative knowledge were mainly focused on the understanding of concepts of friction and acceleration. The errors of procedure knowledge most errors concentrated on the judgment of vector direction and the conceptual understanding. 3. Compared with high-performance students, the representation of conceptual declarative knowledge of low-performance students is less complex, more concrete and context bound. 4. The comparative analysis of problem-solving strategies showed: high-performance students preferred to apply analytic strategy, solving problems based on physical concepts and principles; low-performance students preferred to use context strategy, solving problem according to the literal meaning of problems, subjective and groundless presumption and wrong concepts and principles. 5. Self-explain strategies can help students correct their conceptual errors effectively. Reflective learning could help students to correct the concept errors in some degree, but the distinct effect was not observed.

对癌症生存者应对资源的研究

A survey study of cancer survivors was conducted to explore the coping resources, which buffers the life of cancer survivors against stressful situation. Participants reported coping strategies, positive affect and negative affect, personality, perceived social support, fighting spirit and helpless/hopeless as well as quality of life through a set of self-assessment questionnaire. The results indicated that the frequency of coping strategies used by cancer survivors from high to low were: growing, problem solving, seeking support,self-controlling, wishful thinking, and distancing. The correlational analysis indicated that among the six sets of coping strategies, growing was positively correlated most strongly with most of the dimensions in quality of life as well as positive affect. Among the five personality, Neuroticism was positively correlated most strongly with helpless/hopeless and negative affect; and was negatively correlated most strongly with fighting spirit and positive affect. Extraversion was positively correlated most strongly with positive affect and negatively correlated most strongly with helpless/hopeless; Agreeableness was negatively correlated most strongly with negative affect; Conscientiousness was positively correlated most strongly with fighting spirit. Subjects with higher score in quality of life reported higher frequency of coping strategies in growing and problem solving and less in wishful thinking. They also reported higher scores in Extraversion, Agreeableness, Conscientiousness as well as lower scores in Neuroticism. The regression analysis displayed that not negative affect but positive affect entered the regression model when all the psychological and social variables in the study were accounted for. Taken together, these data suggested that, growing was the most effective coping strategy among the six sets of strategies for cancer survivors to improve quality of life, to maintain positive affect and to enhance fighting spirit. Neuroticism was vulnerable to resist stressors; Extraversion, Agreeableness, and Conscientiousness were stress-resisted factors. Positive affect may has more adaptational significance than negative affect during chronic stress. These data also implicated that positive affect should be paid more attention to in coping research.

弈棋问题解决启发式的元策略模型

Problem solving is one of the basic processes of human cognition and heuristic strategy is the key to human problem solving, hence, the studies on heuristic strategy is of great importance in cognitive psychology. Current studies on heuristics in problem solving may be summarized as follows: nature and structure of heuristics, problem structure and representation, expert knowledge and expert intuition, nature and role of image, social cognition and social learning. The present study deals with the nature and structure of heuristics. The Solitaire problem was used in our the experiments. Both traditional experimental method and computer simulation were used to study the nature and structure of heuristics. Through a series of experiments, the knowledge of Solitaire problem solving was summed up, its metastrategy is worked out, and then the the metastrategy by computer simulation and experimental verification are tested.

大学生应激应付研究

In this study, we made research on coping with stress in undergraduate students. The whole work included two parts: (a) We developed the Coping Strategies Questionnaire and had it tested. Five kinds of coping strategies were found by factor analysis: Problem Solving, Passive Acceptance, Support Seeking, Emotion Regulation, and Unadaptation. The reliability and validity coefficients of the questionnaire was high. (b) We examined the relations among personality characteristics (Locus of control, Extraversion, Neuroticism), emotion state, cognitive appraisal (psychological pressure, controllability, resource of social support), and the specific coping processes in several specific stressful events. The results indicated that coping have some degree of consistency across different situations which suggested that there is a general coping tendency, and that this general coping tendency, in addition to the above considered variables, have different degree of effects on subjects' choice of specific coping strategies. Finally, theoretical model of the relationship was tested through path analysis.

问题解决及学习中的条件认知水平

Learning to recognize the conditions under which actions should be considered is a crucial component in the acquisition of cognitive skill. This research focus on the way in which conditions are recognized during problem solving, so as to design effective material for learning through problem solving. The results of experiment I indicated that the subjects abstracted contents from different resources as condition at structural level through out the whole process of problem solving. The results of experiment 2 indicated that the efficiency of learning through problem solving could be greatly improved by emphasizing the recognization of conditions at structural level. The implications for both theory and application are discussed.