The effects of concurrent verbalization on performance in a dynamic systems task
The effects of concurrent verbalization on performance in a dynamic systems task
复制标题
并发言语对动态系统任务性能的影响
DOI：
10.1111/j.2044-8295.1989.tb02335.x
复制
发表时间：
1989
影响因子：
4
通讯作者：
A. M. Burton
中科院分区：
文献类型：
--
作者：
P. McGeorge;A. M. Burton
两个实验的基础上描述的动态系统控制任务，有利于内隐学习。被要求用语言表达他们的推理，而执行任务的主题表现出显着改善的任务性能。这一结果与同时言语化可能促进任务绩效的建议一致。表示系统行为的图形信息的呈现也有助于学习。同时言语化和图形表示可能都具有提高吸收可用任务信息的效率的效果。当受试者同时使用这两种辅助手段时，其中一种的效果可能会被另一种的效果所掩盖。这可以解释以前的研究结果，其中没有影响的并发verbalization已被发现。经过相对较少的交流与系统的一些科目似乎是发展口头任务的知识，这可能代表的初始阶段，在发展的心理模型的系统。
Two experiments are described based on a dynamic systems control task previously shown to favour implicit learning. Subjects asked to verbalize their reasoning whilst performing the task showed significantly improved task performance. This result is in line with suggestions that concurrent verbalization may facilitate task performance. Presentation of graphical information representing the behaviour of the system also aids learning. Both concurrent verbalization and graphical representations probably have the effect of increasing the efficiency with which the available task information is assimilated. When both these aids are available to subjects, the effects of one may be masked by the effects of the other. This would account for the results of previous studies in which no effect of concurrent verbalization has been found. After relatively few exchanges with the system some subjects appear to be developing verbal task knowledge; this may represent the initial stages in the development of a mental model of the system.