认知能力、表征与教学
Cognitive Capacity, Representation, and Instruction.
作者信息
Kleinsorge Thomas
机构信息
Department Psychology and Neurosciences, Leibniz Research Centre for Working Environment and Human Factors at the TU Dortmund (IfADo), Dortmund, Germany.
出版信息
Front Psychol. 2021 Jul 20;12:701687. doi: 10.3389/fpsyg.2021.701687. eCollection 2021.
Abstract
The central argument of the present article is that Cognitive Psychology's problems in dealing with the concept of "cognitive capacity" is intimately linked with Cognitive Psychology's long-lasting failure of coming to terms with the concept of "representation" in general, and "task representation" in particular. From this perspective, the role of instructions in psychological experiments is emphasised. It is argued that both a careful conceptual analysis of instruction-induced task representations as well as an experimental variation of instructions promises to broaden our understanding of the role of task representations as a determinant of limited cognitive capacity.
摘要
本文的核心观点是，认知心理学在处理“认知能力”概念时所面临的问题，与认知心理学长期以来未能全面理解“表征”概念，尤其是“任务表征”概念密切相关。从这一角度出发，强调了指令在心理学实验中的作用。有人认为，对指令引发的任务表征进行细致的概念分析以及对指令进行实验性变化，都有望拓宽我们对任务表征作为有限认知能力决定因素的作用的理解。
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