Si Yajie, Chen Xinyu, Guo Wei, Wang Biye
College of Physical Education, Yangzhou University, Yangzhou 225009, China.
Institute of Sports, Exercise and Brain, Yangzhou University, Yangzhou 225127, China.
Brain Sci. 2022 Aug 10;12(8):1059. doi: 10.3390/brainsci12081059.
Devising cooperative or competitive situations is an important teaching strategy in educational practices. Nevertheless, there is still controversy regarding which situation is better for learning. This study was conducted to explore the effects of cooperative and competitive situations on statistical learning, through the alternating serial reaction time (ASRT) task. Individual cooperative and competitive situations were devised in this study, in which individual situation served as the control condition. Ninety recruited participants were randomly assigned to a cooperative, competitive, or individual group to perform the ASRT task. For general learning, cooperative and competitive situations could indeed make learners respond faster, and there was no significant difference in the RT between the cooperative and competitive groups. Moreover, statistical learning was observed in all three groups. An additional analysis of the early stage of the experiment showed that the learning effect of the competitive group was greater than those of the cooperative and individual groups, in terms of statistical learning. However, the final learning effect was not significantly different among the three groups. Overall, the cooperative and competitive situations had a positive impact on learning and enabled the students to acquire approximately the same learning effect in a shorter time period, compared with the individual situation. Specifically, the competitive situation accelerated the statistical learning process but not the general learning process.
设计合作或竞争情境是教育实践中的一种重要教学策略。然而，关于哪种情境更有利于学习仍存在争议。本研究旨在通过交替序列反应时（ASRT）任务，探讨合作和竞争情境对统计学习的影响。本研究设计了个体合作和竞争情境，其中个体情境作为对照条件。招募的90名参与者被随机分配到合作组、竞争组或个体组来执行ASRT任务。对于一般学习，合作和竞争情境确实能使学习者反应更快，合作组和竞争组之间的反应时没有显著差异。此外，在所有三组中都观察到了统计学习。对实验早期阶段的进一步分析表明，就统计学习而言，竞争组的学习效果大于合作组和个体组。然而，三组的最终学习效果没有显著差异。总体而言，与个体情境相比，合作和竞争情境对学习有积极影响，并能使学生在更短的时间内获得大致相同的学习效果。具体而言，竞争情境加速了统计学习过程，但没有加速一般学习过程。
