Please wait a minute...
Acta Psychologica Sinica
|
The influence of shared factors on the learning of the two sides of the referential communication
ZHANG Hengchao
(Department of Psychology, School of Law, Tianjin University of Commerce, Tianjin 300134, China)
Download: PDF(378 KB)   Review File (1 KB) 
Export: BibTeX | EndNote | Reference Manager | ProCite | RefWorks    
Abstract  

Referential communication which is characterized by interpersonal interaction takes oral language as the medium. Oriented towards common goal, referential communication emphasizes mutual cooperation and pays much attention to the collective reward and individual responsibility. Referential communication learning is the typical way of cooperative learning in education and teaching. The cognitive coordination mechanism between referential communicators is a hot research topic in cognitive psychology. The use of language is not only the key feature of referential communication, but also the media of cognitive and behavioral coordination between referential communicators. The coordination process is a strategic adjustment process. However, the language signals may be blurred, therefore communicators have to rely more on additional information resources to resolve the ambiguities and achieve a common understanding. This is a non-strategic adjustment process. Non-strategic and strategic adjustment processes coexist in the referential communication learning, which is reflected in the cognitive characteristics of the shared factors. The study analyzed the cognitive coordination characteristics of the two sides of the referential communication learning from the perspective of the control of shared factor. 144 college students participated in the current study. Adopting referential communication learning paradigm, the study created three shared conditions and designed virtual learning materials. By the referential communication learning task and selective attention task, the study explored the influence of shared factors on the learning of the two sides of referential communication. The result showed: First, beginning from the b6 (learning stage 6), learning performance in the shared language + object + expression condition was extremely significantly higher than that in shared language + object condition. Beginning from b8, the shared language condition was significantly higher than the shared language + object condition. There was no significant difference between b3 and b4, and between b9 and b10 in the shared language + object + expression condition. Second, under the condition of low score group, the learning performance of the shared language + object + expression condition was extremely significantly higher than that of the other two kinds of sharing, There was no significant difference between high score group and low score group in the shared language + object + expression condition. Third, the number of dimensions under the shared language condition and the shared language + object + expression condition were extremely significantly more than those under the shared language + object condition; the number of dimensions of the high group was significantly more than the low group. The result suggested: ①Under the condition of shared language + object + expression, the communication learner's learning efficiency was the highest. It was especially the case in the low group. The coordination level of two sides was the highest under this condition. ②The level of selective attention was significantly higher under the shared language and shared language + object + expression condition than that under the shared language + object condition. The selective attention level of high group learners was more higher.

Keywords referential communication      shared factor      learning     
Corresponding Authors: ZHANG Hengchao, E-mail: zhhengch@126.com   
Issue Date: 25 February 2017
Service
E-mail this article
E-mail Alert
RSS
Articles by authors
ZHANG Hengchao
Cite this article:   
ZHANG Hengchao. The influence of shared factors on the learning of the two sides of the referential communication[J]. Acta Psychologica Sinica, 10.3724/SP.J.1041.2017.00197
URL:  
http://journal.psych.ac.cn/xlxb/EN/10.3724/SP.J.1041.2017.00197     OR     http://journal.psych.ac.cn/xlxb/EN/Y2017/V49/I2/197
[1] GONG Shaoying, SHANGGUAN Chenyu, ZHAI Kuihu, GUO Yawei.  The effects of emotional design on multimedia learning[J]. Acta Psychologica Sinica, 2017, 49(6): 771-782.
[2] ZHANG Lijin; BI Yuan; LIANG Yi; LIU Minhong. Early screening and dynamic intervention of children with insufficient number sense[J]. Acta Psychologica Sinica, 2016, 48(7): 804-817.
[3] CHEN Shuai; WANG Duanxu. Way different, never work together? A moderated model of informational faultlines, overlapping team tenure, transactive memory system, and team learning[J]. Acta Psychologica Sinica, 2016, 48(7): 867-879.
[4] XIE Heping; WANG Fuxing; ZHOU Zongkui; WU Peng. Cueing effect in multimedia learning: A meta-analysis[J]. Acta Psychologica Sinica, 2016, 48(5): 540-555.
[5] WANG Qiong; WANG Weiwen; LI Man; DU Wei; SHAO Feng. The effects of TrkB inhibition in the mPFC on cognitive function and BDNF expression in the hippocampus of rats[J]. Acta Psychologica Sinica, 2016, 48(5): 509-517.
[6] YANG Haibo; LIU Dianzhi. Validity and sensitivity analysis of segment recognition task on implicit sequence learning[J]. Acta Psychologica Sinica, 2016, 48(3): 230-237.
[7] LI Xiujun; SHI Wendian. Influence of selective attention on implicit learning with auditory stimuli[J]. Acta Psychologica Sinica, 2016, 48(3): 221-229.
[8] DU Xuejiao; ZHANG Qi. The positive impact of worked-example design method and presentation mode on pupils’ learning for algebraic operation rules[J]. Acta Psychologica Sinica, 2016, 48(11): 1445-1454.
[9] ZHOU Aibao; YANG Tiancheng; CHENG Chen; MA Xiaofeng; ZHAO Jing. Retrieval Practice Produces More Learning in Multiple-list Tests with Higher-Order Skills[J]. Acta Psychologica Sinica, 2015, 47(7): 928-938.
[10] TANG Yi; ZHANG Zhijun; ZENG Meimei; HUANG Ke; LIU Wei; ZHAO Yajun. Visual Statistical Learning Based on the Visual Feature and Semantic Information of Famous Faces[J]. Acta Psychologica Sinica, 2015, 47(7): 837-850.
[11] LIU Zhiya; ZHENG Chen. Information Amount and Obviousness Influence Hypothesis Generation[J]. Acta Psychologica Sinica, 2015, 47(12): 1445-1453.
[12] LIU Xiping; CHEN Liqing; TANG Weihai; BAI Xuejun. Experience with Proactive Interference Diminishes Its Memory #br# Monitoring and Control[J]. Acta Psychologica Sinica, 2015, 47(11): 1328-1340.
[13] WANG Ruiming;LIN Zheting;LIU Zhiya. The Representation of Partial Exemplars in Classification Learning[J]. Acta Psychologica Sinica, 2014, 46(8): 1052-1061.
[14] ZHANG Lijin;ZHANG Zhenfeng. The Contribution of Dynamic Assessment to Screening Children with Mathematics Learning Disabilities[J]. Acta Psychologica Sinica, 2014, 46(8): 1112-1123.
[15] ZHONG Weifang;LI You;XU Guiping;QIN Kaixin;MO Lei. Short-term Trained Lexical Categories Cause a Shift of Color Categorical Perception from Right Hemisphere to Left Hemisphere[J]. Acta Psychologica Sinica, 2014, 46(4): 450-458.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
Copyright © Acta Psychologica Sinica
Support by Beijing Magtech