دانلود مقاله ISI انگلیسی شماره 71691
عنوان فارسی مقاله

گنجایش‌ حافظه کاری و مهارت خواندن، اثربخشی آموزش استراتژی در یادگیری از فرامتن را تعدیل می کند

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
71691 2008 17 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Working memory capacity and reading skill moderate the effectiveness of strategy training in learning from hypertext ☆
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Learning and Individual Differences, Volume 18, Issue 2, 2nd Quarter 2008, Pages 197–213

کلمات کلیدی
ابرمتن - راهکارهای آموختن؛ ورود به سیستم فایل - مهارت خواندن - آموزش استراتژی؛ حافظه کاری
پیش نمایش مقاله
پیش نمایش مقاله گنجایش‌ حافظه کاری و مهارت خواندن، اثربخشی آموزش استراتژی در یادگیری از فرامتن را تعدیل می کند

چکیده انگلیسی

Cognitive and metacognitive strategies are particularly important for learning with hypertext. The effectiveness of strategy training, however, depends on available working memory resources. Thus, especially learners high on working memory capacity can profit from strategy training, while learners low on working memory capacity might easily be overtaxed. In addition, efficient basic reading comprehension processes are important for strategy training to be successful: When both the newly acquired strategies and poorly routinized basic reading comprehension processes compete for working memory resources, navigation within the hypertext and learning might deteriorate rather than improve. In an experiment, 64 undergraduates learned with a comprehensive expository hypertext after receiving either a cognitive or a metacognitive or no strategy training. In line with the predictions, learners high on working memory capacity or reading skill could profit from learning strategy training in terms of learning outcomes and the quality of their navigational behavior. Learners low on working memory capacity or reading skill, in contrast, performed worse in both training conditions compared to the control condition. The improvement in learning outcomes for skilled learners as well as the impairment in learning outcomes for unskilled learners could be shown to be indirect effects mediated by the quality of navigational behavior.

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