When analogies harm: The effects of analogies on metacomprehension
When analogies harm: The effects of analogies on metacomprehension
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当类比有害时：类比对元理解的影响
DOI：
10.1016/j.learninstruc.2017.10.001
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发表时间：
2017
影响因子：
6.2
通讯作者：
Thomas D. Griffin
中科院分区：
文献类型：
--
作者：
J. Wiley;Allison J. Jaeger;Andrew R. Taylor;Thomas D. Griffin
本研究的主要目标是测试类比的存在是否会影响从说明性科学文本中学习的元认知判断的相对准确性，以及任何影响是否取决于读者用作理解判断基础的线索类型。在一系列实验中，学生阅读包含或不包含类比的文本；被要求判断他们对每篇文章的理解程度；参加每个主题的理解测试；并被要求自我报告其判断的依据。相对元理解准确性被计算为判断和测试表现之间的个体内部相关性。结果表明，类比的存在可能会导致学生的相对元理解准确性较差，因为他们无法使用基于情境模型的线索来判断他们对文本的理解。
The main goal of the present research was to test whether the presence of analogies would affect the relative accuracy of metacognitive judgments about learning from expository science texts, and whether any effect would depend on the type of cues that readers used as the basis for their judgments of comprehension. In a series of experiments, students read texts that either contained or did not contain analogies; were asked to judge how well they understood each text; took comprehension tests for each topic; and were asked to self-report the basis for their judgments. Relative metacomprehension accuracy was computed as the intra-individual correlation between judgments and test performance. Results showed that the presence of analogies can lead to poor relative metacomprehension accuracy for students who fail to use situation-model-based cues to judge their understanding of text.
在学习科学概念时使用类比。
DOI：
10.1037//0278-7393.19.4.975
发表时间：
1993
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Donnelly,CM;McDaniel,MA
通讯作者：
McDaniel,MA