The Influence of Learners' Interrelating Knowledge and Cognitive Activeness on Learning

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  • 関連づけの成立と認知的能動性が学習に及ぼす影響
  • カンレンズケ ノ セイリツ ト ニンチテキ ノウドウセイ ガ ガクシュウ ニ オヨボス エイキョウ

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A number of 119 undergraduate students were given two texts, and, after reading them were asked questions evaluating their understanding and interrelating. The two texts were about the degree of gas dissolution in water and ocean currents. Half of the subjects were presented with versions of the texts in which the information had been related, while the remaining half had versions in which the information had not been related. The results indicated that externally related information did not have any effect on problem solving whereas interrelating by the subjects did. The results also suggested that some inner factors might be involved in interrelating knowledge. The 2nd study tested the reliability of the Cognitive Activeness Scale, which was intended to measure the learners' tendency towards passive processing of the information, and examined whether learners' passiveness hampered interrelating and problem solving. The relation between the score on the CA Scale and the interrelating results was examined for a group of 82 undergraduate students who had participated in the 1st experiment. The analysis revealed that the more passive learners failed to relate the information in the two texts and to solve the applied questions. This suggests that the learners' cognitive activeness tends to affect the their learning capability.

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