ON THE COGNITIVE BENEFITS OF TEACHING
ON THE COGNITIVE BENEFITS OF TEACHING
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DOI：
10.1037/0022-0663.72.5.593
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发表时间：
1980-01-01
影响因子：
4.9
通讯作者：
SCHUL, Y
中科院分区：
文献类型：
--
作者：
BARGH, JA;SCHUL, Y
在实验一中，42名大学生被分为两组，一组学生学习口语材料，然后自己学习，另一组学生学习口语材料，然后把口语材料教给另一个人。在随后的保持测试中，准备教学的学生比控制组的学生得分更高。实验二评估实际的师生互动的影响。对于口头和解决问题的任务，121名大学生要么独自工作，大声说出他们的想法，要么在执行任务时教另一个人。两项任务的条件之间没有可靠的性能差异。结论是教学的认知效益确实存在，并从教师的利用不同的研究方法的结果。(40参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
In Exp I with 42 undergraduates, one group of Ss studied verbal material to learn it themselves while another group studied the material to teach it to another person. Ss preparing to teach scored reliably higher than controls on a subsequent retention test. Exp II assessed the effects of actual teacher–student interaction. For both a verbal and a problem-solving task, 121 undergraduates either worked alone, verbalized their thoughts aloud, or taught another person the task while performing. There were no reliable performance differences between conditions on either task. It is concluded that cognitive benefits of teaching do exist and result from the teacher's utilization of a different method of study.(40 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)