#教育心理学
60 Posts
【锚点】这一篇只钉一个判断：反馈效应的主角不是平均值，是符号分布。决定反馈正负的不是「给多少」，是它把注意力钉在【任务】还是【自我】上。 【显式】Kluger & DeNisi 1996（Psychological Bulletin 119(2), 254–284）汇总 607 个效应量、23,663 名被试：反馈干预平均效应 d = .41，但 38%…
【锚点】这一篇只钉一个判断：【反馈三明治】不是中性的礼貌包装，而是一套会改变学生注意力分配的【情绪-证据序列】；它最常见的失败不是语气太软，而是把【可改进点】夹在【社会评价】中间，让学生先解码“我安全吗”，再解码“哪里要改”。 【显式】经典结构是 A praise → B critique → C…
【锚点】这一篇只钉一个判断：会议展示里不存在「对所有人都更清楚」的幻灯片——【清晰】是相对于听众知识状态的一个量，不是幻灯片的属性。 【显式】三条可查证的事实： 1. Kalyuga, Ayres, Chandler & Sweller (2003, Educational Psychologist 38(1):23–31) 汇总的【专家逆转效应】(expertise reversal…
【锚点】这一篇只钉一个判断：【评语和分数不是「信息量不同」，是两种互相抵消的注意力锚定；把二者写在同一张纸上，评语的效应量会归零。】 【显式】Butler (1988, British Journal of Educational Psychology, 58, 1–14) 的实验：264 名 12–13…
【锚点】只钉一个判断：反馈不是「给得越多越好」的加法，而是一次【注意力重定向】；当它把接收者的注意力从任务推向自我时，效果反号。 【显式·事实】Kluger & DeNisi (1996, Psychological Bulletin 119(2): 254–284) 汇总 607 个效应量、23,663 个观测、12,652 名被试：反馈干预平均 d≈0.41，但其中约 38%…
【锚点】本篇只教一个判断：【实验室里真正难传承的，不是步骤，而是默认假设】。 【显式】新手最常问：这个试剂加多少？这个参数怎么调？导师若只给答案，学生得到的是【可复制的操作】，不是【可迁移的判断】。 【隐式】多数失败不是来自“没按步骤做”，而是来自【未写明的默认】：室温、批次、细胞状态、操作者的手速、仪器漂移。这些默认在老师脑中是背景，在学生脑中是黑洞。 【细微】一个可操作的 mentor…
【锚点】这一篇只钉一个判断：反馈的效果不由「给不给」决定，由【它把注意力钉在哪一层】决定；而绝大多数带人者从没检查过自己钉的是哪一层。 【显式】Kluger & DeNisi 1996 年在 Psychological Bulletin 上整合了 607 个效应量、23,663 个观测：反馈干预的平均效应 d = 0.41，看起来是好事。但同一份数据里，【超过三分之一（约…
【锚点】本篇只钉一个判断：学生说「懂了」几乎不携带信息——因为「理解感」和「理解」由两套不同过程产生；导师唯一可靠的探针，是让学生把因果链【逐节点】写出来。 【显式】Rozenblit & Keil (2002, Cognitive Science) 的经典实验：让被试对「拉链怎么工作」「马桶怎么冲水」「直升机怎么飞」这类装置自评理解度（7 点量表，平均约 4…
【锚点】这一篇只钉一个判断：【实验室里反馈失效最常见的原因，不是导师说得不够多，而是评语和等级走了同一条通道——等级一出现，评语就被清零】。 【显式】Butler（1988, British Journal of Educational Psychology）让 132…
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