Walker Drew, Bajic Daniel, Mickes Laura, Kwak Jung, Rickard Timothy C
Department of Psychology, University of California, San Diego, La Jolla, CA 92093, USA.
Department of Psychology, University of California, San Diego, La Jolla, CA 92093, USA.
J Exp Child Psychol. 2014 Jun;122:62-74. doi: 10.1016/j.jecp.2013.11.018. Epub 2014 Feb 8.
Among adults, arithmetic training-transfer studies have documented a high degree of learning specificity. Provided that there is a delay of at least 1day between training and testing, performance gains do not transfer to untrained problems, nor do they transfer to complement operation-inverted problems (e.g., gains for 4+7=__ do not transfer to the complement subtraction problem, 11-4=__, or vice versa). Here we demonstrate the same degree of learning specificity among 6- to 11-year-old children. These results appear to rule out, for the current training paradigm, operation-level procedural learning as well as any variant of complement problem mediation that would predict transfer. Results are consistent with either or both of two types of learning: (a) item-level procedural learning and (b) a shift to memory-based performance as predicted by the elemental elements model. These results suggest a developmental pattern such that specificity of learning among children is similar to that among adults. Educational implications are noted.
在成年人中，算术训练迁移研究已经证明了高度的学习特异性。如果训练和测试之间至少间隔1天，成绩提高不会迁移到未训练的问题上，也不会迁移到互补运算倒置问题上（例如，4 + 7 = __ 的成绩提高不会迁移到互补减法问题11 - 4 = __ 上，反之亦然）。在此，我们证明了6至11岁儿童中存在相同程度的学习特异性。对于当前的训练范式，这些结果似乎排除了运算级程序学习以及任何预测会发生迁移的互补问题调解变体。结果与两种学习类型中的一种或两种一致：(a) 项目级程序学习和 (b) 如元素模型所预测的向基于记忆的表现的转变。这些结果表明了一种发展模式，即儿童学习的特异性与成年人相似。文中指出了其教育意义。
