Learning Versus Performance
Learning Versus Performance
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学习与表现
DOI：
--
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发表时间：
2013
影响因子：
12.6
通讯作者：
R. Bjork
中科院分区：
文献类型：
--
作者：
Nicholas C. Soderstrom;R. Bjork
教学的主要目标应该是促进长期学习，也就是说，在理解、理解和技能方面创造相对永久的变化，以支持长期的保留和迁移。然而，在教学或培训过程中，我们可以观察和衡量的是表现，这通常是一个不可靠的指标，用来衡量构成学习的相对长期的变化是否已经发生。学习和表现之间历史悠久的区别可以追溯到几十年前，这是由早期的动物和运动技能研究所激发的，这些研究表明，即使在观察不到表现的明显变化时，学习也会发生。最近，相反的情况也被证明了，具体来说，表现的改善并不能产生显著的学习效果，事实上，某些操作对学习和表现会产生相反的效果。我们回顾了现有的文献中的运动和言语学习领域，需要学习和性能之间的区别。此外，我们还研究了元认知方面的研究，这些研究表明，人们经常错误地将他们在习得过程中的表现解释为长期学习的可靠指南。这些和其他考虑表明，学习绩效的区别是至关重要的，并具有广泛的实践和理论意义。
The primary goal of instruction should be to facilitate long-term learning—that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer. During the instruction or training process, however, what we can observe and measure is performance, which is often an unreliable index of whether the relatively long-term changes that constitute learning have taken place. The time-honored distinction between learning and performance dates back decades, spurred by early animal and motor-skills research that revealed that learning can occur even when no discernible changes in performance are observed. More recently, the converse has also been shown—specifically, that improvements in performance can fail to yield significant learning—and, in fact, that certain manipulations can have opposite effects on learning and performance. We review the extant literature in the motor- and verbal-learning domains that necessitates the distinction between learning and performance. In addition, we examine research in metacognition that suggests that people often mistakenly interpret their performance during acquisition as a reliable guide to long-term learning. These and other considerations suggest that the learning–performance distinction is critical and has vast practical and theoretical implications.
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影响因子：
3.7
作者：
D. Balota;J. Duchek;Ronda Paullin
通讯作者：
D. Balota;J. Duchek;Ronda Paullin
DOI：
10.1037/0278-7393.29.1.22
发表时间：
2003-01-01
影响因子：
2.6
作者：
Hertzog, C;Dunlosky, J;Kidder, DP
通讯作者：
Kidder, DP
影响因子：
4.3
作者：
Ariel R;Hines JC;Hertzog C
通讯作者：
Hertzog C
学习判断会受到编码类型的影响，而这种影响不能归因于回忆水平。
DOI：
10.1037//0278-7393.21.5.1263
发表时间：
1995
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Mazzoni,G;Nelson,TO
通讯作者：
Nelson,TO