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研究学科领域知识丰富性不同的学生在问题信息表征层次上的特点。采用“学习—再认”范式,以5类等式为材料,62名学生参与实验。结果:两组被试对表面和原理特征一致等式产生明显的错误再认;对表面特征不一致等式的错误率明显减少。两组对表面特征一致等式的反应时无显著差别,但在正确率上丰富组的更高。说明:两组均以有序的系列加工编码信息,优先编码表面特征。贫乏组对原理特征的编码干扰表面特征的加工,因而丢弃原理特征。丰富组加工表面特征则无干扰现象,两种特征均作为再认线索。
Studying the characteristics of students with different information richness in the field of problem information characterization. Using the “learning - re-recognition” paradigm, five categories of equations for the material, 62 students involved in the experiment. Results: Two groups of subjects produced obvious error re-recognition on the consistent equation of the surface and principle features. The error rate of the equations with inconsistent surface features was significantly reduced. There was no significant difference between the two groups in response to a uniform surface feature equation, but the abundance was higher in the correct rate group. Note: Both groups process the coded information in an ordered series, preferentially coding the surface features. The poor group’s coding of the principle features interferes with the processing of the surface features and therefore discards the principle features. There are no disturbing phenomena in the rich group of processing surface features, both of which are recognized as clues.