A PSYCHOLOGICAL RESEARCH ON THE FORMATION PRINCIPLE OF TEACHING MATERIALS FOR PROMOTING SOCIAL RECOGNITION

一般说来，教授给学生的陈述可以用命题形式来描述：如果它是p，那么意味着q。通过包含先行词“p”获得的示例称为“替换实例”。可以通过包含后面的“q”来获得另一种类型的示例。我们将这样的例子概念化为“符号实例”。七个实验调查了符号实例对社会科学学习的影响，尤其是历史。前两个实验的结果表明：(1)符号实例引起了学习者的兴趣，(2)学习者能够接受新的符号实例是可能的，(3)符号实例能够促进学习者对语句的理解。在第三和第四个实验中，考察了象征性实例对意见接受的影响。结果，我们可以验证象征性实例在促进接受意见方面是有效的。在最后三个实验中，我们研究了影响…的条件用更多的象征性例子来促进句子的学习。我们准备了三个不同的文本，涉及关于一个历史陈述的三个不同的象征实例。在学习过程中，每一篇课文都被介绍给三组中的一组。会议结束后，我们向他们展示了问题，证实了许多学生由于误解而给出了错误的答案。通过参考学习过程中的符号实例可以正确地解决这个问题。我们还询问了被试在问题解决中是否引用了符号实例，如果没有，为什么不引用。结果表明，那些可以很容易地融入学习者的认知结构并且不允许另一种解释的符号实例是有效的。我们还试图同时向学习者呈现两个符号实例，以防止符号实例被忽视或被不同地解释。这种治疗在纠正学习者的误解方面非常有效。较少

Statements taught to students can, in general, be described in proposition form "if it is p, then implies q." Examples obtained by embodying the antecedent "p" are called "substitution instances." It is possible to obtain another type of example by embodying the consequent "q." We conceptualized such examples as "symbolic instances." Seven experiments investigated effects of symbolic instances on the learning of social sciences, especially history. The results of the first two experiments revealed the following : (1) symbolic instances aroused learners' interest, (2) learners could accept new symbolic instances as probable, and (3) symbolic instances could promote learners' understanding of statements. In the third and the forth experiments, the effects of symbolic instances on opinion acceptance were examined. As the result, we could verify that symbolic instances were effective in promoting acceptance of opinions. In the last three experiments we investigated the conditions of effect … More ive symbolic instances in promoting learning of a statement. We prepared three different texts that involved three different symbolic instances concerning a historical statement. Each text was presented to one of three groups in the learning session. After the session, we presented them the problem, which had been confirmed that many of students gave an incorrect answer due to their misconception. It could be solved correctly by referring to the symbolic instance in the learning session. We also asked the participants whether they referred the symbolic instance in the problem solving, and if not, why they didn't. The results suggested that the symbolic instances which could be incorporated into learners' cognitive structure easily and did not allow another interpretation were effective. We also tried to present learners two symbolic instances simultaneously in order to prevent the symbolic instances to be ignored or interpreted differently. This treatment was very effective in correcting learners' misconception. Less