Department of Psychological and Brain Sciences, Indiana University, 1101 East Tenth Street, Bloomington, IN, 47405, USA.
Carnegie Mellon University, Adelaide, SA, Australia.
Psychon Bull Rev. 2017 Dec;24(6):1987-1994. doi: 10.3758/s13423-017-1251-6.
Subjects learned to classify images of rocks into the categories igneous, metamorphic, and sedimentary. In accord with the real-world structure of these categories, the to-be-classified rocks in the experiments had a dispersed similarity structure. Our central hypothesis was that learning of these complex categories would be improved through observational study of organized, simultaneous displays of the multiple rock tokens. In support of this hypothesis, a technique that included the presentation of the simultaneous displays during phases of the learning process yielded improved acquisition (Experiment 1) and generalization (Experiment 2) compared to methods that relied solely on sequential forms of study and testing. The technique appears to provide a good starting point for application of cognitive-psychology principles of effective category learning to the science classroom.
被试学习将岩石图像分类为火成岩、变质岩和沉积岩。与这些类别的实际结构一致，实验中的待分类岩石具有分散的相似性结构。我们的中心假设是，通过对多个岩石样本的有组织、同时显示进行观察性研究，学习这些复杂的类别将会得到改善。支持这一假设的是，在学习过程的阶段包括同时显示的呈现的技术，与仅依赖于顺序学习和测试的方法相比，产生了更好的习得（实验 1）和泛化（实验 2）。该技术似乎为将认知心理学有效类别学习原则应用于科学课堂提供了一个良好的起点。
