Fading worked-out solution steps helps learning by fostering self-explanations

本项目的目标是直接研究使用消退过程来构建从认知技能习得早期阶段的示例学习到后期阶段的问题解决的过渡所带来的积极学习收益。更具体地说，我们打算展示衰落对不同迁移距离问题的影响，并检验在学习过程中减少错误和自我解释活动在多大程度上介导了衰落效应。为此，我们将在学习结果和学习过程（即减少错误和自我解释）方面比较“衰落”和“示例-问题对”条件（实验1）。此外，我们还将检验不同消隐步骤顺序对影响的假设（实验2）。本研究将加深我们对认知技能习得的理论理解，并将为学习环境的设计提供富有成效的指导。

The goal of the proposed project is to directly examine the positive learning gains associated with using a fading procedure to structure the transition from example study in early phases of cognitive skill acquisition to problem solving in later phases. More specifically, we intend to show the effects of fading on problems of different transfer distance and to test to what extent fading effects are mediated by reducing errors during learning and by self-explanation activities. For this purpose, we will compare the conditions "fading" and "example-problem pairs" with respect to learning outcomes and with regard to learning processes, that is, error reduction and self-explanations (Experiment 1). In addition, hypotheses about the effects of different sequences of fading out solution steps will be tested (Experiment 2). The proposed project will deepen our theoretical unterstanding of cognitive skill acquisition and will provide fruitful guidance for the design of learning environments.