Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice
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DOI：
10.1016/j.jarmac.2012.09.002
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发表时间：
2012-12-01
影响因子：
4.2
通讯作者：
Pyc, Mary A.
中科院分区：
文献类型：
--
作者：
Roediger, Henry L., III;Pyc, Mary A.
现在比以往任何时候都更需要改进教育制度。国会和商界人士主张，尽管缺乏实证证据证明其有效性，但仍应采用昂贵的技术来改善教育。我们认为，改善教育的一种廉价途径在很大程度上被忽视了。认知和教育心理学家已经确定了极大地改善学习和保留信息的策略，但这些技术并没有普遍应用于教育，也没有在教育学校教授。事实上，教师经常使用已知错误的教学实践（即，大量而不是交错的例子来解释一个主题）。我们确定了三个一般原则，实施成本低，并已在实验室和现场实验中显示，以改善学习：（1）分布（间隔和交错）的实践学习的事实和技能;（2）检索实践（通过自我测试）持久的学习;和（3）解释性提问（精心询问和自我解释）作为一种学习策略。我们描述每一种技术，提供支持证据，并讨论课堂应用。每一个原则都可以适用于从幼儿园到高等教育的大多数主题。将认知心理学的发现应用于课堂教学并不是解决教育问题的灵丹妙药，但它代表了一种有用且廉价的策略。(C)2012年，美国记忆与认知应用研究学会（Society for Applied Research in Memory and Cognition）爱思唯尔公司出版All rights reserved.
The need to improve the educational system has never been greater. People in congress and business argue for expensive technological applications to improve education despite a lack of empirical evidence for their efficacy. We argue that one inexpensive avenue for improving education has been largely ignored. Cognitive and educational psychologists have identified strategies that greatly improve learning and retention of information, and yet these techniques are not generally applied in education nor taught in education schools. In fact, teachers often use instructional practices known to be wrong (i.e., massing rather than interleaving examples to explain a topic). We identify three general principles that are inexpensive to implement and have been shown in both laboratory and field experiments to improve learning: (1) distribution (spacing and interleaving) of practice in learning facts and skills; (2) retrieval practice (via self testing) for durable learning; and (3) explanatory questioning (elaborative interrogation and self-explanation) as a study strategy. We describe each technique, provide supporting evidence, and discuss classroom applications. Each principle can be applied to most subject matters from kindergarten to higher education. Applying findings from cognitive psychology to classroom instruction is no panacea for educational problems, but it represents one helpful and inexpensive strategy. (C) 2012 Society for Applied Research in Memory and Cognition. Published by Elsevier Inc. All rights reserved.