工作记忆与领域知识在个体认知行为中的作用

心理与行为研究 ›› 2008, Vol. 6 ›› Issue (4): 306-310.

工作记忆与领域知识在个体认知行为中的作用

蔡笑岳,苏静

广州大学教育学院,广州 510006

收稿日期:2008-04-08 出版日期:2008-12-20 发布日期:2015-01-21
作者简介:蔡笑岳,广州大学教育学院心理系教授,博士生导师。Email: guxycai@tom.com。

EFFECTS OF WORKING MEMORY AND DOMAIN KNOWLEDGE ON COGNITIVE PERFORMANCE

Cai Xiaoyue,Su Jing

College of Education, Guangzhou University, Guangzhou 510006

Received:2008-04-08 Online:2008-12-20 Published:2015-01-21

摘要/Abstract

摘要： 新近研究表明,工作记忆和领域知识在个体认知行为上起了积极的作用,对二者关系的研究有三种观点：一是强调工作记忆或领域知识在认知行为中的单独作用;二是综合考察二者在个体认知行为中的不同作用;三是建立模型,阐述工作记忆和领域知识在认知行为中的作用。最后针对当前有关此方面的研究,探讨有关工作记忆和领域知识作用研究的发展趋势。

关键词: 工作记忆, 工作记忆容量, 领域知识, 认知任务

Abstract: Recently, research suggests that both working memory capacity and domain knowledge contribute to individual cognitive performance. Three different oriented stadies have implications for the relationship between working memory and domain knowledge: 1)researchers emphasize the single effect of working memory or domain knowledge on cognitive performance; 2)the different effect of working memory and domain knowledge was investigated on cognitive performance synthetically; 3)the authors construct models to explain the interplay between working memory and domain knowledge. Finally the authors anticipates further research on the studies of working memory and domain knowledge.

Key words: working memory, working memory capacity, domain knowledge, cognitive performance

中图分类号:

B842.3

蔡笑岳,苏静. 工作记忆与领域知识在个体认知行为中的作用[J]. 心理与行为研究, 2008, 6(4): 306-310.

Cai Xiaoyue,Su Jing. EFFECTS OF WORKING MEMORY AND DOMAIN KNOWLEDGE ON COGNITIVE PERFORMANCE[J]. Studies of Psychology and Behavior, 2008, 6(4): 306-310.

参考文献

[1] Baddeley A D, Hitch G. Working memory. The psychology of learning and motivation. New York: Academic Press. 1974, 8: 47~89
[2] Moon J L, Mattew C T. The effects of three different computer texts on reader′s recall: Based on working memory capacity. Computer in Human Behavior 2003, 19: 767~783
[3] Alexander P A, Jetton T L. Learning from text: A multidimensional and developmental perspective// Kamil M L, Mosenthal P B, Pearson P D, et al. Handbook of Reading Research. Mahwah, NJ: Erlbaum. 2000
[4] Kimberly A L, Jonna M K. Domain knowledge and individual interest: The effects of academic level and specialization in statistics and psychology. Contemporary Educational Psychology, 2006, 31: 30~43
[5] Minsky M, Papert S. Artificial Intelligence. Condensed lectures, Oregon State System of Higher Education, 1974
[6] Ackerman P L. A theory of adult intellectual development: Process, personality,interests, and knowledge. Intelligence, 1996, 22: 227~257
[7] Dunn L M, Dunn L M. Peabody picture vocabulary test: III. Circle Pines, MN: American Guidance Service. 1997
[8] Joyce M A, Kathy E J, James B S. Knowledge is not everything: Analysis of children′s performance on a haptic comparison task. Journal of Experimental Child Psychology 2002, 82: 341~366
[9] Britton B K, Stimson M, Stennett B, et al. Learning from instructional text: Test of an individual-differences model. Journal of Educational Psychology, 1998, 90: 476~491
[10] Hambrick D Z, Engle R W. Effects of domain knowledge, working memory capacity, and age on cognitive performance: An investigation of the knowledge-is-power hypothesis. Cognitive Psychology, 2002, 44: 339~387
[11] Roland H G, Aljoscha C N, Elsbeth S. Superior performance and neural efficiency: The impact of intelligence and expertise. Brain Research Bulletin, 2006, 69: 422~439
[12] Detterman D K. The future of intelligence research. Intelligence, 1989, 13(3): 199~203
[13] 王重鸣. 心理学研究方法. 北京: 人民教育出版社, 2002
[14] David Z H, Frederick L O. Does domain knowledge moderate involvement of working memory capacity in higher-level cognition? A test of three models. Journal of Memory and Language, 2005, 52: 377~397
[15] Hambrick D Z, Engle R W. The role of working memory in problem solving// Sternberg R J, Davidson J E. The Nature of Problem Solving. New York: Cambridge, 2003