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A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.

機(jī)譯：共享的問題使學(xué)習(xí)倍增：雙向?qū)W習(xí)處理提高了復(fù)雜的動態(tài)決策任務(wù)的學(xué)習(xí)效率。

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Whilst micro-worlds or simulations have increasingly been used in higher education settings, students do not always benefit as expected from these learning opportunities. By using an experimental-control group design we tested the effectiveness of structuring the task environment so as to encourage learners to approach simulations more systematically. Seventy-one professionals who participated in a postgraduate-level management program worked on a management simulation either individually (n = 35) or in dyads (n = 36) while exploring the simulation (exploration phase). Peer interactions in the shared learning condition were structured so that learners were encouraged to employ hypothesis testing strategies. All participants then completed the simulation again individually so as to demonstrate what they had learned (performance phase). Baseline measures of cognitive ability and personality were also collected. Learners who explored the simulation in the shared learning condition outperformed their counterparts who explored the simulation individually. A simple manipulation of the way learners interacted with the simulation facilitated learning. Improved deliberation is discussed as a potential cause of this effect, preliminary evidence is provided. This study lends further evidence that the effectiveness of learning using simulations is co-determined by characteristics of the learning environment.

機(jī)譯：盡管微觀世界或模擬已越來越多地用于高等教育環(huán)境，但學(xué)生并不總是能從這些學(xué)習(xí)機(jī)會中獲得預(yù)期的收益。通過使用實(shí)驗(yàn)控制小組設(shè)計(jì)，我們測試了構(gòu)造任務(wù)環(huán)境的有效性，以鼓勵學(xué)習(xí)者更系統(tǒng)地進(jìn)行模擬。七十一名參加了研究生水平管理計(jì)劃的專業(yè)人員在探索模擬（探索階段）時(shí)，分別進(jìn)行了管理模擬（n = 35）或進(jìn)行了雙代（n = 36）。建立共享學(xué)習(xí)條件下的同伴互動，從而鼓勵學(xué)習(xí)者采用假設(shè)檢驗(yàn)策略。然后，所有參與者再次單獨(dú)完成模擬，以證明他們學(xué)到了什么（表演階段）。還收集了認(rèn)知能力和人格的基線量度。在共享學(xué)習(xí)條件下探索模擬的學(xué)習(xí)者的表現(xiàn)要優(yōu)于單獨(dú)探索模擬的學(xué)習(xí)者。對學(xué)習(xí)者與模擬互動方式的簡單操作即可促進(jìn)學(xué)習(xí)。討論的改進(jìn)是導(dǎo)致這種影響的潛在原因，并提供了初步證據(jù)。這項(xiàng)研究提供了進(jìn)一步的證據(jù)，表明使用模擬進(jìn)行學(xué)習(xí)的有效性是由學(xué)習(xí)環(huán)境的特征共同決定的。

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作者
Beckmann N.; Beckmann J.F.; Birney D. P.; Wood R. E.;
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年度 2015
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正文語種 {"code":"en","name":"English","id":9}
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1. A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks [J] . Beckmann Nadin, Beckmann Jens F., Birney Damian P., Computers in Human Behavior . 2015,第jula期

機(jī)譯：共享的問題是學(xué)習(xí)倍增：雙向?qū)W習(xí)處理提高了復(fù)雜動態(tài)決策任務(wù)中的學(xué)習(xí)
2. A Study of the Effect of Dyad Practice Versus That of Individual Practice on Simulation-Based Complex Skills Learning and of Students' Perceptions of How and Why Dyad Practice Contributes to Learning [J] . Rader Sune B. E. W., Henriksen Ann-Helen, Butrymovich Vitalij, Academic Medicine: Journal of the Association of American Medical Colleges . 2014,第9期

機(jī)譯：二元練習(xí)與個人練習(xí)對基于模擬的復(fù)雜技能學(xué)習(xí)的影響以及學(xué)生對二元練習(xí)對學(xué)習(xí)的貢獻(xiàn)方式及作用的感知的研究
3. A Study of the Effect of Dyad Practice Versus That of Individual Practice on Simulation-Based Complex Skills Learning and of Students' Perceptions of How and Why Dyad Practice Contributes to Learning [J] . Rader Sune B. E. W., Henriksen Ann-Helen, Butrymovich Vitalij, Academic Medicine: Journal of the Association of American Medical Colleges . 2014,第9期

機(jī)譯：對基于模擬的復(fù)雜技能學(xué)習(xí)和學(xué)生對如何以及為什么Dyad實(shí)踐的看法，研究了Dyad實(shí)踐與學(xué)生對學(xué)習(xí)的看法的影響
4. The Dynamics of Self-regulatory Processes within Self-and Externally Regulated Learning Episodes During Complex Science Learning with Hypermedia [C] . Amy M. Witherspoon, Roger Azevedo, Sidney DMello Intelligent Tutoring Systems . 2008

機(jī)譯：利用超媒體進(jìn)行復(fù)雜科學(xué)學(xué)習(xí)過程中自我和外部調(diào)節(jié)學(xué)習(xí)情節(jié)中自我調(diào)節(jié)過程的動力學(xué)
5. A theory of curriculum development in the professions: An integration of Mezirow's transformative learning theory with Schwab's deliberative curriculum theory. A transformative-deliberative curriculum approach can lead to curricula that target transformation in curriculum processes, classroom experiences, and professional work. [D] . Chapman, Shelley Ann. 2007

機(jī)譯：專業(yè)課程開發(fā)理論：將Mezirow的變革性學(xué)習(xí)理論與Schwab的審議性課程理論相結(jié)合。變革性的協(xié)商課程方法可以導(dǎo)致針對課程過程，課堂經(jīng)驗(yàn)和專業(yè)工作的變革的課程。
6. The Impact of Deliberative Strategy Dissociates ERP Components Related to Conflict Processing vs. Reinforcement Learning [O] . Christopher M. Warren, Clay B. Holroyd 2012

機(jī)譯：協(xié)商策略的影響使與沖突處理與強(qiáng)化學(xué)習(xí)相關(guān)的ERP組件分離
7. Socially shared metacognitive regulation during collaborative learning processes in student dyads and small groups [O] . Iiskala Tuike 2015

機(jī)譯：學(xué)生組和小組中的協(xié)作學(xué)習(xí)過程中的社交共享元認(rèn)知調(diào)控

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A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.

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