Expertise reversal effects in writing-to-learn
Expertise reversal effects in writing-to-learn
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写作学习中的专业知识逆转效应
DOI：
10.1007/s11251-009-9106-9
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发表时间：
2010
影响因子：
2.5
通讯作者：
A. Renkl
中科院分区：
文献类型：
--
作者：
M. Nückles;Sandra Hübner;Sandra Dümer;A. Renkl
本文介绍了两个纵向研究，调查专业知识的反转效应在期刊写作。在实验1中，学生在整个学期中定期写日记。实验组接受了认知和元认知提示的组合。对照组没有收到任何提示。在前半学期，实验组学生在日记中运用了更多的认知策略和元认知策略，学习成绩也高于控制组。到了学期末，实验组的认知策略和元认知策略的数量减少，而控制组的认知策略的数量增加。因此，实验组在学习成绩上失去了优势。为了避免这些负面的长期影响的提示，逐步和自适应淡出的提示，在实验2中的实验组，而控制组收到永久的提示。结果表明，在整个学期中，衰退组使用越来越多的认知策略，而控制组使用越来越少的认知策略。因此，在学期结束时，永久提示组的学习成果大大低于褪色组。总之，这些结果提供了证据的专业知识反转效应在写作学习。学生在日记写作中变得越熟练并内化所需的策略，提示的外部指导就越成为多余的刺激，干扰学生应用策略的内部倾向，从而引起外部认知负荷。因此，根据学习者能力的增长逐渐淡出提示被证明是有效的，可以减轻所提供的教学支持的负面影响。
This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group. Towards the end of the term, the amount of cognitive and metacognitive strategies elicited by the experimental group decreased while the number of cognitive strategies applied by the control group increased. Accordingly, the experimental group lost its superiority on learning outcomes. In order to avoid these negative long-term effects of prompts, a gradual and adaptive fading-out of the prompts was introduced in the experimental group in Experiment 2 while a control group received permanent prompts. The results showed that, over the course of the term, the fading group applied increasingly more cognitive strategies while the control group applied fewer and fewer cognitive strategies. Accordingly, at the end of the term, the permanent prompts group showed substantially lower learning outcomes than the fading group. Together, these results provide evidence for an expertise reversal effect in writing-to-learn. The more the students became skilled in journal writing and internalized the desired strategies, the more the external guidance by prompts became a redundant stimulus that interfered with the students’ internal tendency to apply the strategies and, thus, induced extraneous cognitive load. Accordingly, a gradual fading-out of the prompts in line with the learners’ growing competencies proved to be effective in mitigating the negative side-effects of the provided instructional support.
影响因子：
5
作者：
DECI, EL;EGHARRI, H;LEONE, DR
通讯作者：
LEONE, DR