Northern Wisconsin Colony and Training School, Chippewa Falls, Wisconsin.
J Youth Adolesc. 1975 Dec;4(4):375-82. doi: 10.1007/BF01536902.
The development of paired-associate (PA) learning and formal thinking during adolescence was investigated with 78 sixth and tenth grade students. Group-administered tests of formal and divergent thinking were given in the tracked, classroom setting. The augmented PA treatment provided, and the minimal PA treatment did not provide, verbal and pictorial prompts. The percentages of children showing formal thinking increased and converged to the 40% mark for both high and average achievers. While the augmented treatment scores were significantly better than the minimal treatment ones, the evidence was ambiguous concerning whether there was a developmental improvement in spontaneous elaboration skills for high achievers. The hypothesis predicting PA learning to be positively related to divergent thinking, and negatively related to formal thinking, was not supported.
本研究调查了青少年对偶联想学习和形式思维的发展，共有 78 名六年级和十年级的学生参与。在跟踪课堂环境中，采用团体施测的方式对形式思维和发散思维进行测试。增强型 PA 治疗组（提供言语和图像提示）和最小型 PA 治疗组（不提供言语和图像提示）的学生均完成了 PA 学习测试。高成就者和中等成就者的形式思维比例均有所增加，并收敛到 40%。虽然增强型治疗组的分数明显优于最小型治疗组，但对于高成就者自发拓展技能是否存在发展性提高，证据尚不确定。预测 PA 学习与发散思维正相关、与形式思维负相关的假设未得到支持。
