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从领域知识的个体差异的角度，研究领域知识与自我解释策略之间的关系，探讨自我解释在示例学习中的作用。研究结果表明，（１）在学习示例时，高领域知识组被试倾向于使用发现意义和建立新旧信息间联结的解释策略对示例进行认知加工；低领域知识组被试主要采用句法加工策略对示例进行加工；（２）领域知识对监控活动的制约，主要体现在被试监控到理解失败之后所采取的对策上。高领域知识组被试利用解释策略解决问题，低领域知识组被试利用句法加工策略解决问题。
From the perspective of individual differences in domain knowledge, we study the relationship between domain knowledge and self-explaining strategies and explore the role of self-explanation in example learning. The results show that: (1) In the learning example, subjects in the high-domain knowledge group tend to use the interpretation strategy of finding significance and establishing the connection between old and new information to process the examples; the low-domain knowledge group participants mainly use the syntactic processing strategy To process the examples; (2) The limitation of domain knowledge on monitoring activities is mainly reflected in the measures taken after the subjects monitored and failed to understand. The subjects in high-domain knowledge group used the explanation strategy to solve the problem, and the low-domain knowledge group participants used the syntax processing strategy to solve the problem.