The Effects of a Knowledge Base Manipulation on Individual Differences in Processing Speed and Recall
The Effects of a Knowledge Base Manipulation on Individual Differences in Processing Speed and Recall
复制标题
知识库操作对处理速度和回忆个体差异的影响
DOI：
10.1006/ceps.1995.1027
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发表时间：
1995
影响因子：
10.3
通讯作者：
C. George
中科院分区：
文献类型：
--
作者：
J. Muir;E. Rorer;T. Braden;C. George
摘要 内容知识被认为是认知个体差异的重要来源。然而，现有研究的局限性在于，它几乎完全是相关的，基于先前存在的知识的影响。为此，本研究是针对十年级生物学学生进行的，他们正在学习植物单元。智力平均和高于平均水平的学生接受了三次测试：单元开始前、中间和完成后。测量评估了植物知识的变化、简单区分植物相关单词和非植物相关单词的速度，以及对植物相关单词和低意义单词对的回忆。对照组在植物单元启动之前完成了三个测试阶段。正如预期的那样，在这三个课程中，学生对植物的了解随着教学、处理速度和记忆力的提高而增加，高于平均水平的学生往往表现优于平均水平的同龄人。然而，与强调知识因果作用的理论相反，完成植物单元的学生的处理速度和回忆能力的提高与未完成植物单元的对照学生的提高一样多。
Abstract Content knowledge has been emphasized as an important source of individual differences in cognition. The limitation of existing research, however, is that it is almost exclusively correlational, being based on the effects of preexisting knowledge. In response, the present study was conducted with 10th-grade biology students as they studied a unit on plants. Intellectually average and above-average students were tested three times: before the unit was started, midway, and after completion. Measures assessed changes in knowledge of plants, the speed of making simple discriminations between plant- and non-plant-related words, and the recall of plant-related and low-meaningful word pairs. A control group completed the three test sessions prior to the onset of the plant unit. As expected, students′ knowledge of plants increased with instruction, processing speed and recall improved across the three sessions, and the above-average students tended to outperform their average peers. Contrary to theories that emphasize the causal role of knowledge, however, processing speed and recall improved as much for those students who had completed the plant unit as they did for the control students who had not.