Hauck W E, Moore J W, Sancilio L
Department of Education, Bucknell University, Lewisburg, PA 17837.
Psychol Rep. 1990 Feb;66(1):187-93. doi: 10.2466/pr0.1990.66.1.187.
This research examined the relative contribution of hierarchical sequencing, abstractness, and imagery to learning. In the past, hierarchical, logical sequencing was not shown to be superior to other modes of instruction, and the interaction of imagery, abstractness, and sequencing had not been examined, especially regarding the possible superiority of any of these as a contributor to learning. The data were produced by 108 high school students who studied sequences of hierarchically related information arranged in a 2 x 2 x 2 factorial design the dimensions of which varied according to the degree of imagery (high and low), abstractness (abstract and concrete), and type of sequencing (logical and scrambled). Analyses of the amount of learning under these conditions showed that hierarchical sequencing is not only relevant to learning but more related than either imagery or the abstractness of material to be learned. Additional suggestions are made regarding instruction and research especially in relation to matrix rather than hierarchial arrangements of information.
本研究考察了分层排序、抽象性和意象对学习的相对贡献。过去，分层的逻辑排序并未被证明优于其他教学模式，而且意象、抽象性和排序之间的相互作用也未得到研究，尤其是关于它们中任何一个作为学习促进因素的可能优越性。数据由108名高中生提供，他们学习了按照2×2×2析因设计排列的分层相关信息序列，该设计的维度根据意象程度（高和低）、抽象性（抽象和具体）以及排序类型（逻辑和混乱）而变化。对这些条件下的学习量分析表明，分层排序不仅与学习相关，而且比要学习材料的意象或抽象性更相关。还就教学和研究提出了其他建议，特别是关于信息的矩阵而非分层排列。
