概述和音乐对认知负荷和多媒体学习的影响  

The Effect of Abstract and Background Music on Cognitive Load and Multimedia Learning

作　　者：龚德英[1] 刘电芝[2] 张大均[1] 

机构地区：[1]西南大学教育科学研究所,重庆400715 [2]苏州大学教育学院,苏州215021

出　　处：《心理发展与教育》2008年第1期83-87,共5页Psychological Development and Education

基　　金：全国优秀博士学位论文作者专项资金资助项目(批准号:200509)

摘　　要：让学生学习多媒体呈现的有关移动通讯基础知识的材料,采用2(概述:概述vs.无概述)×2(背景音乐:有音乐vs.无音乐)的被试间设计,考察两因素对自评认知负荷、记忆和迁移成绩的影响。结果表明:两因素无交互作用;概述组的认知负荷显著低于无概述组,迁移成绩显著高于无概述组,两组记忆成绩没有显著差异;有背景音乐组的记忆成绩显著低于无音乐组,两组认知负荷和迁移成绩没有显著差异。This study is intended to investigate the effect of abstract and background music on learner＇s self-rating cognitive load and learning performance, and students are requested to learn material about mobile communication with multimedia presentation. The results are as follows： （1） there was no interaction between abstract and background music; （2） students who were asked to abstract the material got lower scores on cognitive load and higher scores on transfer test than those who are not asked to do that, but there was no significant difference on retention test between the two groups ; （3） students learned with background music got lower scores on retention test than those without music, while there was no significant difference on cognitive load and transfer test between them.

关 键 词：概述 背景音乐 认知负荷 多媒体学习 

分 类 号：G442[哲学宗教—心理学]