Abstract:

The representational levels of students with different abundance of disciplinary domain knowledge were investigated in 5 categories arithmetic equations by a "study-test" pattern. 62 subjects attended the experiment. The results showed: “S+P+” equations led a significant effect on false memory but equations with surface feature’ absence led the false rate significantly reduced in two groups. Moreover, no matter principled features were present or not, the reaction time on equations with accordant surface features did not have significant differences between two groups, but on the correct recognition rate, rich group was significantly higher. The results indicated, both poor and rich groups encode surface and principled features in the same serial processing, with surface features preceding principled. The extraction clew of poor group based on surface features; principle features were discarded because of its interference. The process of surface features by rich group required additional cognitive resources but there was no interference in principled features processing. Both surface and principled features were considered as extraction clew.

Key words: disciplinary domain knowledge, representational levels, surface and principled features

摘要：

研究学科领域知识丰富性不同的学生在问题表征过程中信息表征层次的特点。采用“学习—再认”范式，以5类等式为材料，62名初二学生参与实验。结果：两组被试对表面和原理特征一致的等式产生明显的错误再认；对表面特征不一致等式的错误率明显减少。无论原理特征是否一致，两组对表面特征一致等式的反应时无显著差别，但在正确率上丰富组的更高。说明，两组均以有序的系列加工方式编码信息，优先编码表面特征。贫乏组对原理特征的编码干扰表面特征的加工，因而原理特征被丢弃。丰富组加工表面特征则无干扰现象出现，两种特征均能作为再认线索。

关键词: 学科领域知识, 表征层次, 表面特征与原理特征