Markovits Rebecca A, Weinstein Yana
Department of Psychology, University of Massachusetts Lowell, Lowell, MA 01854 USA.
NPJ Sci Learn. 2018 Jan 17;3:2. doi: 10.1038/s41539-017-0018-1. eCollection 2018.
The fields of cognitive psychology and behavior analysis have undertaken separate investigations into effective learning strategies. These studies have led to several recommendations from both fields regarding teaching techniques that have been shown to enhance student performance. While cognitive psychology and behavior analysis have studied student performance independently from their different perspectives, the recommendations they make are remarkably similar. The lack of discussion between the two fields, despite these similarities, is surprising. The current paper seeks to remedy this oversight in two ways: first, by reviewing two techniques recommended by behavior analysts-guided notes and response cards-and comparing them to their counterparts in cognitive psychology that are potentially responsible for their effectiveness; and second, by outlining some other areas of overlap that could benefit from collaboration. By starting the discussion with the comparison of two specific recommendations for teaching techniques, we hope to galvanize a more extensive collaboration that will not only further the progression of both fields, but also extend the practical applications of the ensuing research.
认知心理学和行为分析领域分别对有效的学习策略进行了研究。这些研究促使两个领域针对已被证明能提高学生成绩的教学技巧提出了若干建议。虽然认知心理学和行为分析从各自不同的视角独立研究了学生成绩，但它们给出的建议却惊人地相似。尽管存在这些相似之处，这两个领域之间缺乏讨论还是令人惊讶的。本文试图通过两种方式来弥补这一疏忽：其一，回顾行为分析师推荐的两种技巧——引导式笔记和应答卡，并将它们与认知心理学中可能对其有效性负责的对应技巧进行比较；其二，概述一些其他可能受益于合作的重叠领域。通过以比较两种具体教学技巧建议为开端展开讨论，我们希望激发更广泛的合作，这不仅将推动两个领域的发展，还将扩展后续研究的实际应用。
