关键词: 参照性交流, 共享因素, 学习

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.

Key words: referential communication, shared factor, learning