Analyzing Aptitudes for Learning: Inductive Reasoning.
Analyzing Aptitudes for Learning: Inductive Reasoning.
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分析学习能力：归纳推理。
DOI：
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
R. Glaser
中科院分区：
文献类型：
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作者：
J. Pellegrino;R. Glaser
教学心理学的一个主要焦点是理解和促进认知和表现的变化，这些变化发生在一个人在知识和技能领域从低到高的能力。一个新的研究计划，研究学习者的初始状态作为能力转变的一个组成部分，在这8部分的文件中进行了描述。第一部分介绍了两个先前的尝试，将能力倾向与教学：差异性能力倾向测试和能力倾向治疗互动。第二部分概述了能力倾向分析的两种一般研究方法：认知相关方法和认知成分方法。本研究采用的方法被描述为一种任务分析方法，它考虑了技能熟练和技能较低的个人在能力倾向测试中的基本过程、执行策略和内容知识。第三部分讨论归纳推理与一般能力之间的关系。归纳任务的共同属性进行了讨论，是不同类型的能力倾向测试归纳项目。第四部分概述了类比推理绩效的早期理论。问题的特点，处理模型，项目处理数据和理论，项目错误和性能进行了分析，为图形，数字和口头类比解决方案的第5部分至第7部分。最后一部分讨论了研究结果，得出结论，一些相互关联的因素区分高技能和低技能的个人。这些因素包括记忆负荷的管理，适当的知识库的组织，以及任务约束的程序知识。(LP)* *学习能力分析：归纳推理
A major focus of the psychology of instruction is understanding and facilitating the changes in cognition and performance that occur as an individual moves from low to higher competence in a domain of knowledge and skill. A new program of research which examines the initial state of the learner as a component of this transition in competence is described in this 8-part document. Part 1 introduces two previous attempts to relate aptitude to instruction: differential aptitude tests and aptitude treatment interaction. Part 2 provides an overview of the two general research approaches to aptitude analysis, the cognitive correlates approach and the cognitive components approach. The approach taken in the present research effortis described as a task analytic approach that considers basic processes, executive strategies, and content knowledge in aptitude test performances of skilled and less skilled individuals. Part 3 considers the relationship between inductive reasoning and general ability. Common generic properties of inductive tasks are discussed as are different types of inductive items on aptitude tests. Part 4 outlines earlier theories on analogical reasoning performance. Problem features, processing models, item processing data and theory, item errors, and performance are analyzed for figural, numerical, and verbal analogy solutions in parts 5 through 7. A final part discusses results_ of research, concluding that a number of interrelated factorS differentiate high and low skill individuals. These factors include management of memory load, organization of an appropriate knowledge base, and procedural knowledge of task constraints. (LP) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 0 ANALYZING APTITUDES FOR LEARNING: INDUCTIVE REASONING