Lecoutre Marie-Paule, Clement Evelyne, Lecoutre Bruno
ERIS, Laboratoire Psy.Co, E.A 1780, Université de Rouen, UFR Psychologie, Sociologie, Sciences de l'Education, 76821 Mont-Saint-Aignan Cedex, France.
Psychol Rep. 2004 Feb;94(1):151-62. doi: 10.2466/pr0.94.1.151-162.
Previous studies carried out on "purely random" situations (with dice or poker chips) show the difficulties encountered by people in such situations, however simple they may be. In fact, in this type of situation, prior knowledge guides spontaneous representations, and the "errors" observed could be explained by the activation of "implicit models" which form the basis of erroneous representations. 42 statistically naïve undergraduates were given several variants of a probability problem on which errors are common. In a learning phase, subjects were given four problems involving geometric figures which were pairwise related by complementarity and equivalence relations. In a subsequent transfer phase, they were given a fifth problem involving poker chips, which was structurally isomorphic to the fourth geometric-figures problem. The findings show that people do not realize the relations between problems, and that transfer occurred only for the subset of subjects who performed correctly on the training problems of the learning phase. These results appear to have some significant implications in teaching mathematical concepts.
先前针对“纯粹随机”情况（使用骰子或扑克筹码）开展的研究表明，人们在这类情况下会遇到困难，无论它们可能有多简单。事实上，在这种类型的情况下，先验知识会引导自发的表征，观察到的“错误”可以通过激活构成错误表征基础的“隐式模型”来解释。42名统计学知识匮乏的本科生被给予了一个概率问题的几个变体，在这些问题上错误很常见。在学习阶段，受试者被给予四个涉及几何图形的问题，这些图形通过互补和等价关系两两相关。在随后的迁移阶段，他们被给予第五个涉及扑克筹码的问题，该问题在结构上与第四个几何图形问题同构。研究结果表明，人们没有意识到问题之间的关系，并且迁移仅发生在学习阶段训练问题上表现正确的那部分受试者中。这些结果似乎对数学概念的教学有一些重要影响。
