Can "you" make a difference? Investigating whether perspective-taking improves performance on inconsistent mathematical word problems
Can "you" make a difference? Investigating whether perspective-taking improves performance on inconsistent mathematical word problems
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DOI：
10.1002/acp.3555
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发表时间：
2019-09-01
影响因子：
2.4
通讯作者：
van der Schoot, Menno
中科院分区：
文献类型：
--
作者：
de Koning, Bjorn B.;van der Schoot, Menno
代词鼓励第二人称视角（例如，“你/你的”）影响人们在阅读时构建的心理表征，促进学习。本研究将这些见解应用到一个领域，这种代词效应尚未被探索：数学应用题解决。具体来说，我们鼓励第二人称视角（使用“你的”），试图减少一致性效应，也就是说，发现更多的错误是在包含关系关键字的文字问题上不一致，而不是与所需的算术运算一致。小学生解决了以第三人称呈现的一致和不一致的单词问题（包含关系关键词“小于”）（即，商店名称）或第二人称（“您的商店”）视角。结果表明，一致性效应，但视角操纵并没有产生显着差异的条件下，也就是说，第二人称视角并没有减少一致性效应。这些发现表明，减少一致性效应可能需要一个不那么微妙的方法，而不是使用个性化的代词。
Pronouns encouraging a second-person perspective (e.g., "you/your") affect peoples' mental representations constructed while reading and improve learning. The present study applied these insights to a domain in that such pronoun effects have yet been unexplored: mathematical word problem solving. Specifically, we encouraged a second-person perspective (using "your") in an attempt to reduce the consistency effect, that is, the finding that more errors are made on word problems containing a relational keyword inconsistent rather than consistent with the required arithmetic operation. Primary school children solved consistent and inconsistent word problems (containing the relational keywords "less than") presented in third-person (i.e., store name) or second-person ("your store") perspective. Results demonstrated the consistency effect, but the perspective manipulation did not produce significant differences between conditions, that is, a second-person perspective did not reduce the consistency effect. These findings suggest that reducing the consistency effect may require a less subtle approach than using personalized pronouns.