Collaborative Research: Learning from Near and Distant Other

合作研究：向近处和远处的其他人学习

• 批准号: 1349067
• 负责人: yaacov trope
• 金额: $ 22.83万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-06-01 至 2018-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1349067&HistoricalAwards=false
• 关键词: Collaborative; Research; Learning; Near; Distant

People constantly learn from those in their social worlds. Although these teachers are often close to their students (similar to themselves, living nearby, located in the same time period, etc.), they can also be far away: socially distant, spatially distant, and even temporally distant. This research tests the hypothesis that concrete knowledge is more easily learned from nearby teachers, while abstract knowledge is more readily learned from distant teachers. To accomplish this, the PIs will examine the role of proximity on the conceptualization of knowledge and on the effectiveness of different types of learning. The proposed research has practical implications for teaching in a wide variety of contexts; from parents teaching children, to schools looking to foster abstract thinking. A practical and policy implication of this work is that there may be types of knowledge (e.g., abstract concepts) in which students may actually learn better when an instructor is distant (e.g., distance learning or online courses). Overall, the societal benefits of the proposed research will provide clear guidance on future innovations in America's educational system.This research is based on Construal Level Theory which posits that people's ability to conceptualize objects and events varies by the psychological proximity of this information. The researchers will investigate, in addition to proximity, whether the effectiveness of an instructor will also vary by the types knowledge gained: 1) concrete knowledge (i.e., "volunteering at the animal shelter"); or 2) abstract knowledge (i.e., "caring about the well-being of abandoned cats and dogs"). The researchers will examine the role of proximity (social, spatial, or temporal distance) and the level of abstraction of knowledge gained on two modes of instruction: 1) learning through imitation or modeling; and 2) learning transfer. The results will contribute to a broader understanding of how people learn from those around them and how the effects of psychological distance on social learning depend on the nature of what is learned and how it is learned.

人们不断地向社交世界中的人学习。尽管这些老师往往与学生很接近（与自己相似、住在附近、位于同一时间段等），但他们也可能很远：社会上遥远、空间上遥远，甚至时间上遥远。这项研究检验了这样一个假设：具体知识更容易从附近的老师那里学到，而抽象知识更容易从远处的老师那里学到。为了实现这一目标，PI 将研究邻近性对知识概念化和不同类型学习有效性的作用。拟议的研究对各种背景下的教学具有实际意义；从教导孩子的父母，到寻求培养抽象思维的学校。这项工作的实际和政策含义是，当教师处于远程状态时（例如远程学习或在线课程），学生可能实际上可以更好地学习某些类型的知识（例如抽象概念）。总体而言，拟议研究的社会效益将为美国教育体系的未来创新提供明确的指导。这项研究基于解释水平理论，该理论假设人们概念化物体和事件的能力因这些信息的心理接近程度而异。除了距离远近之外，研究人员还将调查讲师的有效性是否也会因获得的知识类型而异：1）具体知识（即“在动物收容所做志愿者”）；或2）抽象知识（即“关心被遗弃的猫和狗的福祉”）。研究人员将研究邻近性（社会、空间或时间距离）的作用以及通过两种教学模式获得的知识的抽象水平：1）通过模仿或建模学习； 2）学习迁移。 研究结果将有助于更广泛地了解人们如何向周围的人学习，以及心理距离对社会学习的影响如何取决于所学内容的性质和学习方式。