Osman Magda
Department of Psychology, University College London, London, England.
Mem Cognit. 2007 Mar;35(2):342-51. doi: 10.3758/bf03193455.
The present study examined the effectiveness of a tutoring technique that has been used to identify and address participants' misunderstandings in Wason's selection task. In particular, the study investigated whether the technique would lead to improvements in performance when the task was presented in a deadline format (a condition in which time restrictions are imposed). In Experiment 1, the effects of tutoring on performance were compared in free time (conditions in which no time restrictions are imposed) and deadline task formats. In Experiment 2, improvements in performance were studied in deadline task formats, in which the tutoring and test phases were separated by an interval of 1 day. The results suggested that tutoring improved performance on the selection task under deadline and in free time conditions. Additionally, the study showed that participants made errors because they had misinterpreted the task. With tutoring, they were able to modify their initial misunderstandings.
本研究考察了一种辅导技术的有效性，该技术已被用于识别和解决参与者在沃森选择任务中的误解。具体而言，该研究调查了在任务以截止日期格式呈现（即施加时间限制的条件）时，该技术是否会导致表现的提高。在实验1中，比较了在自由时间（即不施加时间限制的条件）和截止日期任务格式下辅导对表现的影响。在实验2中，研究了在截止日期任务格式下表现的提高情况，其中辅导阶段和测试阶段相隔1天。结果表明，辅导在截止日期和自由时间条件下均提高了选择任务的表现。此外，研究表明参与者犯错是因为他们误解了任务。通过辅导，他们能够修正最初的误解。
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