Levels of knowledge and deliberate practice.
Levels of knowledge and deliberate practice.
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知识水平和刻意练习。
DOI：
10.1037/a0032149
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Slava Kalyuga
中科院分区：
文献类型：
--
作者：
M. Pachman;J. Sweller;Slava Kalyuga
这项研究考察了刻意练习（定义为专门针对学习者的薄弱领域且仅针对他们的薄弱领域的练习）对八年级学生几何表现的影响。对照组可以选择练习题及其顺序。实验1表明了知识交互的无序练习安排。简单效果测试表明，这种互动主要是由于知识较少的学习者从自我选择的练习计划中获益更多，而不是刻意练习。随后的两个实验通过使用具有不同先验知识水平的学习者来探索这种效应背后的认知机制。实验 2 中知识相对较多的学习者通过在练习中仅关注自己的薄弱领域而受益，而实验 3 中知识较少的学习者在结合自己的一些薄弱领域和一些强项领域进行问题集练习或仅关注给定问题领域的有限数量的薄弱领域时，提高了他们的技能。这些发现对于中学课堂中课程材料的设计和刻意练习技巧的实施具有重要意义。在对主题达到足够的熟悉程度之前，应鼓励学习者继续在他们具有一定能力的领域进行练习。只有在几个相关领域获得能力后，才应将重点放在薄弱领域的实践上。 （PsycINFO 数据库记录 (c) 2013 APA，保留所有权利）。
This study examined the influence of deliberate practice, defined as practice specifically aimed at learners' weak areas and only their weak areas, on 8th graders performance in geometry. A control group had a choice over practice problems and their sequencing. Experiment 1 indicated a disordinal practice schedule by knowledge interaction. Simple effects tests indicated that the interaction was primarily caused by less knowledgeable learners benefiting more from a self-selected practice schedule than deliberate practice. Two subsequent experiments explored the cognitive mechanisms behind this effect by using learners with different levels of prior knowledge. Whereas the relatively more knowledgeable learners in Experiment 2 benefited by concentrating only on their weak areas during practice, the less knowledgeable learners in Experiment 3 improved their skills when they practiced on problem sets combining some of their weak and some of their strong areas or by concentrating on only a limited number of weak areas for a given problem area. These findings have important implications for the design of curriculum materials and implementation of deliberate practice techniques in secondary classrooms. Prior to attaining a sufficient level of familiarity with the subject matter, learners should be encouraged to continue practicing in areas in which they have some degree of competence. Only after competence is attained in several related areas should an exclusive emphasis be placed on practice in weak areas only. (PsycINFO Database Record (c) 2013 APA, all rights reserved).