交错练习的不良难度:初始阻断练习对低成绩青少年陈述性知识发展的重要性

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hyun-Bin Hwang
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引用次数: 0

摘要

本研究探讨了练习时间表对新的第二语言(L2)词汇处理和由此产生的知识的影响。研究对象是就读于韩国一所职业高中的 107 名成绩较差的青少年。他们被随机分配到三个练习组中的一个,并完成了第二语言英语-第一语言韩语成对关联学习任务。阻断组每次练习一个单词,然后再切换到不同的单词(如A/A/A/B/B/C/C/C);交错组依次练习多个单词(如A/B/C/A/B/C/A/B/C/B/C);混合组则同时进行阻断和交错练习。结果表明:(a) 单单交错练习会给学习成绩差的学生带来不必要的困难;(b) 早期学习阶段的分块练习有利于新的陈述性知识的发展;(c) 混合练习比分块和交错练习能产生更稳固的长期记忆。我将结合实时处理准确性、反应时间、变异系数和意义识别测试结果来讨论这些研究结果。此外,我还探讨了这些发现在开发基于最佳算法的词汇学习软件中的可能应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents
This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low‐achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English–L1 Korean paired‐associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A/A/A/B/B/B/C/C/C); the interleaving group practiced multiple words in sequence (e.g., A/B/C/A/B/C/A/B/C); and the hybrid group had both blocked and interleaved practice. Results revealed that (a) interleaved practice alone posed undesirable difficulty for low achievers, (b) blocked practice in the early learning phase facilitated the development of new declarative knowledge, and (c) hybrid practice produced more robust long‐term retention than blocking and interleaving. The findings are discussed in relation to real‐time processing accuracy, reaction time, coefficient of variation, and meaning recognition test outcomes. Additionally, I explore possible applications of these findings in developing optimal algorithm‐based software for vocabulary learning.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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