同等学习程度下参照性交流和个人学习选择性注意的比较研究

张恒超

doi:10.13718/j.cnki.xdzk.2015.04.012

西南大学学报（自然科学版）

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同等学习程度下参照性交流和个人学习选择性注意的比较研究

张恒超. 同等学习程度下参照性交流和个人学习选择性注意的比较研究[J]. 西南大学学报（自然科学版）, 2015, 37(4): 67-72. doi: 10.13718/j.cnki.xdzk.2015.04.012

引用本文:

张恒超. 同等学习程度下参照性交流和个人学习选择性注意的比较研究[J]. 西南大学学报（自然科学版）, 2015, 37(4): 67-72. doi: 10.13718/j.cnki.xdzk.2015.04.012

A Comparative Study of Selective Attention Between Referential Communication and Individual Learning Under the Condition of Similar Degree of Learning[J]. Journal of Southwest University Natural Science Edition, 2015, 37(4): 67-72. doi: 10.13718/j.cnki.xdzk.2015.04.012

Citation:

A Comparative Study of Selective Attention Between Referential Communication and Individual Learning Under the Condition of Similar Degree of Learning[J]. Journal of Southwest University Natural Science Edition, 2015, 37(4): 67-72. doi: 10.13718/j.cnki.xdzk.2015.04.012

同等学习程度下参照性交流和个人学习选择性注意的比较研究

张恒超

A Comparative Study of Selective Attention Between Referential Communication and Individual Learning Under the Condition of Similar Degree of Learning

摘要: 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。
- 参照性交流 /
- 个人学习 /
- 学习效果 /
- 选择性注意
Abstract: One hundred and forty‐four undergraduate students participated in the current study .The study designed referential communication and individual learning by four features virtual alien as experimental materials ,and discussed the differences in selective attention between referential communication and indi‐vidual learning by controlling the learning degree .Significant differences were found to exist among the re‐sults of dimension selection under the condition of score groups .Except for the lower‐score group ,the av‐erage numbers of biological dimension selected under the condition of referential communication were high‐ly significantly higher than those under the individual condition .Under the individual condition ,the results of relative dimension showed significant difference among score groups .Under the condition of referential communication ,the average number of relative dimension selected in the middle‐score group was signifi‐cantly higher than that in the high‐score group .The different characteristics of relative dimension among learning manners accorded with those of dimension selection .The differences of non‐relative dimensional results were significant among score groups ,but there were no significant differences between learning manners .
- referential communication，individual learning，learning effect，selective attention /

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同等学习程度下参照性交流和个人学习选择性注意的比较研究

张恒超

关键词:

摘要: 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。

English Abstract

A Comparative Study of Selective Attention Between Referential Communication and Individual Learning Under the Condition of Similar Degree of Learning

Keywords:

Abstract: One hundred and forty‐four undergraduate students participated in the current study .The study designed referential communication and individual learning by four features virtual alien as experimental materials ,and discussed the differences in selective attention between referential communication and indi‐vidual learning by controlling the learning degree .Significant differences were found to exist among the re‐sults of dimension selection under the condition of score groups .Except for the lower‐score group ,the av‐erage numbers of biological dimension selected under the condition of referential communication were high‐ly significantly higher than those under the individual condition .Under the individual condition ,the results of relative dimension showed significant difference among score groups .Under the condition of referential communication ,the average number of relative dimension selected in the middle‐score group was signifi‐cantly higher than that in the high‐score group .The different characteristics of relative dimension among learning manners accorded with those of dimension selection .The differences of non‐relative dimensional results were significant among score groups ,but there were no significant differences between learning manners .