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The Effect of Incorrect Guessing on Fact Learning

Author: LuoZuo
Tutor: DongShengHong
School: Jiangxi Normal University
Course: Developmental and Educational Psychology
Keywords: Error guessing Correct guessing High confidence Low confidence Declarative knowledge Procedural knowledge
CLC: G442
Type: Master's thesis
Year: 2013
Downloads: 5
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Abstract

Guessing is the content that you don’t know the answer, by the knowledge experience you know or some ciues to infer and surmise,thus to gain the answers.Error guessing is the behavioue that is due to the lack of clues is unknown or existing knowledgeexperience and is unable to correctly guess answer. As a situation that recurrent in actual studying process, guessing’s effect on learning is worth paying attention to, and inactual teaching,many teachers have considered it as a learning strategy. According toconcerned learning tneories, the correct utilization of learning strategy is good for learning knowledge, In the process to enhance learning for the purpose of test, the research on whether to guess or not on the questions that we cannot be sure of the answers, ithas important guiding significance. Moreovr, the research on guessing influence inland mostly rest on the guessing strategy,and seldom infer to the influence on learning the correcct information, this research fill up the gap from a certain extent, it has obvious theory sense.people develop many researches on guessing and error guessing, but there are some disadvantages:(1) the definition of guessing is too stenosis,which inconformity theguessing of the real learning environment:(2)The differences and errors are too largeamong the previous correct guessing,error guessing and not skipping;(3)The researchmaterial limited to the declarative knowledge, we don’t know whether the results canbe generalized to procedural knowledge learning;(4) The definition of confidence value is also biased,it cannot response the actual confidence of Ss.Aiming at the shortcomings of the above, the following is my research design:(1)the train of thought. According to the actual learning environmrnt, I contact the definition of guessing with confidence value, if it isn’t the definite answer, we consider it asthe guessing answer, in this way, we not only define guessing more scientific, but solve the problem about the differences and errors are too large among the previous correct guessing,error guessing and not skipping, it makes the research result more persuasion;Secondly, we get rid of the past used guessing definition, as well as the actions that is also show the confidence value when forced to guess(This kind of confidence value has no actual sense), being the actual response confidence for analysis; Finally,theexperiment material that added the procedural knowledge,we compared the influenceof error guessing in the different types of knowledge.(2) We will do two researches,the first aim is to detection how guessing especially error guessing affect declarative knowledge,Using single factor design, we will use two models,one is one-way analysis of variance,the other is2*2mixed design model;The second research will analyse guessing especially error guessing effeces on procedural knowledge,the experiment and the way of data analysis are as same as the first research.After series of research and analysis, we got the following conclusion:1．No matter it is declarative knowledge or procedural knowledge, regardless ofguessing results are correct, guessing can disturb our study of correct information.2．The influence of different error guessing the learning materials is different. Interms of declarative knowledge, compared the error guesing,correct guessing with not skipping, the distractions of correct information learning are much larger than the latter two, it produced significance influence on Ss learning; in terms of procedural knowledge, campared correct guessing with not skipping,the distraction of correct information learning are much larger than correct guessing,but less than not skipping. Threrare significance differences among the three.3． When learning the declarative knowledge, campared high confidence with low confidence correct guessing, relearning shows higher accuracy; however, compared high confidence with low confidence error guessing, it disturb our learning of correct knowledge more seriously and it affect learning efficiency later.4． When learning procedural knowledge, there aren’t significance differences between high confidence and low confidence correct guessing. But compared the highconfidence with low confidence error guessing,The accuracy of high confidence errorguessing problem is significantly higher than that of low confidence in the retest.5．For declarative knowledge, the accuracy of high confidence correct guessingproblem is significantly higher than that of error guessing problem in the retest. but under the condition of low confidence, the situation is opposite; For procedural knowle dge, no matter it is high or low confidence correct guessing, the accuracy is significantly higher than error guessing questions in the retest.

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