學術活動
首都基礎教育大講堂系列講座：Working memory resources, mental rehearsal and the spacing effect
2024-07-08
點擊次數：時間：2024年07月19日下午4:00-6:00
地點：企業微信會議、騰訊會議, 會議號：659674872，
會議鏈接：https://work.weixin.qq.com/webapp/tm/IdflyyaQPf7
主講人：陳鷗昊
主講人簡介：
陳鷗昊現為英國拉夫堡大學（Loughborough University, UK）數學教育系講師。他于澳大利亞新南威爾士大學獲得教育心理學博士學位，于中國首都師范大學獲得課程與教學論碩士學位。陳鷗昊感興趣的研究領域為認知負荷理論及其在數學教育中的應用。在拉夫堡工作前，陳鷗昊曾任澳洲南十字大學博士后研究員及新加坡南洋理工大學講師及研究員。
陳鷗昊的研究得到了多家英國資助機構的資助，例如勒沃休姆信托基金會(Leverhulme Trust)、教育捐贈基金會(Education Endowment Foundation，EEF)和經濟社會研究理事會(Economic and Social Research Council，ESRC)。陳鷗昊現任英國數學研究委員會委員及拉夫堡大學數學學習支援中心負責人。
主講內容簡介：
Working memory resources, mental rehearsal and the spacing effect
Background: The spacing effect occurs when learning is facilitated by being spaced over longer periods of time rather than being massed over shorter periods. Within the framework of cognitive load theory, the resting effect posits that resting periods due to spacing facilitate the replenishment of depleted working memory resources, thereby enhancing subsequent learning, leading to a type of spacing effect explained by the working memory resource depletion. The imagination effect, which does not involve mental rest, posits that actively visualising or internally rehearsing learning materials can enhance learning more effectively than re-studying them, leading to another type of spacing effect explained by mental rehearsal. Both the restoration of working memory capacity and imagination during the rest may independently facilitate effective learning.
Aim: Since simultaneous resting for restoring the working memory resources and imagination are incompatible, it is important to determine when either should be used to enhance learning and to explain the spacing effect. This study reported two experiments to investigate this issue by comparing materials that are high or low in complexity as determined by element interactivity.
Sample: One hundred and twenty-one Year 7 students were recruited for Experiment 1 and another One hundred and twenty-one Year 7 students were recruited for Experiment 2.
Methods: Students were randomly assigned to one of the groups: (a) Free Rest group, (b) Imagination Prevented group, (c) Instructed Imagination group, and (d) No Rest group with working memory resources and knowledge acquisition measured.
Results and Conclusions: The findings indicate that for materials low in element interactivity (low-complexity materials), which can be readily imagined, engaging in imagination improves learning despite a reduction of working memory resources. Conversely, for materials high in element interactivity (high-complexity materials), which may be difficult or impossible to imagine because of the large number of elements that must be processed simultaneously in working memory, restoring working memory resources appears to be more critical for effective learning than imagination. Therefore, the spacing effects explained by restoring the working memory resources and explained by mental rehearsal depend on the complexity of learning materials.
Keywords: cognitive load theory, element interactivity, working memory resource depletion, imagination effect, resting effect
