Bordage G
Med Educ. 1987 May;21(3):183-8. doi: 10.1111/j.1365-2923.1987.tb00689.x.
Two educational implications of the prototype view of categorization of medical disorders in the long-term memory of medical students are tested: first, that categories are better learned when the initial exposure is through representative exemplars, the prototypes as opposed to the whole range of instances; second, that concepts are initially learned at an intermediate level of abstraction (e.g. angina pectoris), corresponding to the prototypes, as opposed to more general levels (e.g. coronary disorders). In a group of third-year medical students (n = 42) taken from a previous study, the recall frequencies of undergraduate course materials in eight system courses are inversely related to the number of disorders presented, r(6) = -0.58, P = 0.06. The recall frequencies are highest for courses with the highest proportion of intermediate-level materials, r(6) = 0.73, P = 0.02. The implications of these results for curriculum design are discussed.
第一，当最初通过代表性范例（即原型而非整个实例范围）接触类别时，类别更容易被学习；第二，概念最初是在与原型相对应的中等抽象水平（如心绞痛）上被学习，而不是在更一般的水平（如冠状动脉疾病）上。在一组来自先前研究的三年级医学生（n = 42）中，八门系统课程中本科课程材料的回忆频率与呈现的疾病数量呈负相关，r(6) = -0.58，P = 0.06。对于中等水平材料比例最高的课程，回忆频率最高，r(6) = 0.73，P = 0.02。讨论了这些结果对课程设计的意义。
