Representation construction, externalised cognition and individual differences

被引：215
作者：
Cox, R [1 ]
机构：
[1] Univ Sussex, Sch Cognit & Comp Sci, Brighton BN1 9QH, E Sussex, England
来源：
LEARNING AND INSTRUCTION | 1999年 / 9卷 / 04期
基金：
英国经济与社会研究理事会;
关键词：
external representations; diagrammatic reasoning; human problem solving; individual differences;
D O I：
10.1016/S0959-4752(98)00051-6
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article discusses the cognitive differences between reasoning with self-constructed external representations (ERs) and reasoning with presented representations (e.g. textbook diagrams). Examples of ERs produced by subjects solving reasoning problems are provided. It is argued that effective reasoning with ERs involves a three-way interaction between (a) the cognitive and semantic properties of the representation; (b) the match between the demands of the task and the type of information read-off afforded by the representation and (c) the effects of within-subject factors (e,g. prior knowledge, cognitive style). It is suggested that providing direct instruction in the use of ERs could usefully address each factor. (C) 1999 Elsevier Science Ltd. All rights reserved.
引用
收藏
页码：343 / 363
页数：21
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