【作者】 孙崇勇；

【Author】 Sun Chongyong;School of Educational Sciences,Ji Lin Normal University;Institute of Psychology,Ji Lin Normal University;

【机构】 吉林师范大学教育科学学院； 吉林师范大学心理研究所；

【摘要】 为了探讨言语关联手势对英语多媒体学习中认知负荷与学习成绩的影响,本研究采用2×2被试间实验设计,得到如下结果:(1)手势对认知负荷影响的主效应不显著,但与英语语言技能水平之间存在交互作用。当学生语言技能水平低时,手势增加了认知负荷;当语言技能水平高时,手势降低了认知负荷。(2)手势对英语句子转换的成绩没有明显影响,但在学生语言技能高时能提升理解能力的成绩。总的来说,手势的运用有明显作用,它能提高或降低认知负荷,并对理解能力的成绩产生影响,但这些影响的大小和方向依赖于学生英语语言技能的不同水平。更多还原

【Abstract】 To explore the influence of speech-associated gesture on cognitive load and performance in English multimedia learning,the research used a 2×2 design with two between-subjects factors being level of English language skills(with low English language skills and high English language skills) and multimedia presentation of language learning material(with speech-associated gesture and non speech-associated gesture).A sample of 64 middle school students(29 male and 35 female)volunteered to participate in the study.Ages ranged from 14 to 16 years and all were right-handed.The experiment was carried out on the computer.The programwas designed by E-prime psychology software so as to control the presentation time of experiment materials and keep the same time of learning between experiment groups.The results showed that,1)there was no main effect of the speech-associated gestures on cognitive load,but there was interaction effect between the gestures and level of English language skills.When the level of English language skills is high,the gestures decreased cognitive load;When the level of English language skills is low,the gestures increased cognitive load.2) there wan no main effect of the speech-associated gestures on the performance of sentence transformation and comprehension ability,but there was interaction effect between them and level of English language skills on the latter.When the level of English language skills is high,the gestures increased the performance of comprehension ability.更多还原