How People Learn
How People Learn
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人们如何学习
DOI：
10.1002/9781118736494.ch2
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
J. Merriënboer
中科院分区：
文献类型：
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作者：
J. Merriënboer
本章从一个基本假设开始，即所有类型的学习最终都会导致长期记忆中的认知图式，即组织信息或行动类别及其之间关系的思维或行为模式。它讨论了人们如何通过构建和自动化认知图式来学习，以及他们如何调节学习过程，如自我调节学习（SRL）和自我导向学习（SDL）。本章描述了人类的认知架构，包括归纳和细化作为重新构建认知图式的基本学习过程的描述，以及知识汇编和强化作为自动化认知图式的基本学习过程的描述。它探讨了复杂学习作为一个过程，其中四个基本的学习过程同时发生，四组件教学设计作为一种方法来支持复杂的学习和组织使用媒体和技术。最后，本章给出了主要结论，并提出了未来研究的问题。
This chapter starts from the basic assumption that all types of learning eventually lead to cognitive schemas in long‐term memory, that is, patterns of thought or behavior that organize categories of information or actions and the relationships among them. It discusses how people learn by constructing and automating cognitive schemas and how they regulate the learning processes such as self‐regulated learning (SRL) and self‐directed learning (SDL). The chapter describes the human cognitive architecture, including a description of induction and elaboration as basic learning processes that re/ construct cognitive schemas, and knowledge compilation and strengthening as basic learning processes that automate the cognitive schemas. It explores complex learning as a process where four basic learning processes occur simultaneously, the four‐component instructional design as an approach to support complex learning and to organize the use of media and technologies. Finally, the chapter presents main conclusions and raises issues for future research.