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以144名大学生为被试,使用4特征复杂关系类别虚拟材料,创设参照性交流和个人学习方式,通过控制功能预测学习程度,对维度选择中选择性注意进行比较,探查参照性交流和个人学习选择性注意的差异特点,结果发现:成绩组间维度选择整体结果差异有统计学意义,且低、中成绩组下,参照条件维度选择的平均数高于个人条件,差异有统计学意义;个人条件下成绩组间有关维度选择结果差异有统计学意义,但参照条件下中成绩组有关维度选择的平均数高于高成绩组,差异有统计学意义,学习方式间的差异特点与维度整体选择结果一致;成绩组间无关维度选择结果差异有统计学意义,但学习方式间差异无统计学意义.
144 college students were used as subjects, 4 types of complex relational categories of virtual materials were used, reference and personal learning styles were created, and learning ability was predicted by control function, selective attention in dimension selection was compared, probing for reference and personal learning The results showed that there was significant difference in the overall result of the dimension choice among the performance groups, and the average choice of the reference condition dimension under the low and middle grades group was higher than the individual condition, the difference was statistically significant. Individual The results showed that there was significant difference between the results of the two groups in the selection of the dimensions, but the average scores of the related grades in the middle grades were higher than the high grades in the reference conditions, the differences were statistically significant, the differences between the learning styles and the dimensions of the overall choice The results were consistent. There were significant differences in the results of the independent dimension selection among the results groups, but there was no significant difference between the learning methods.