不同类别学习策略下的中医诊断学习:以舌诊学习为例  

Influence of Different Type of Category Learning in Chinese Diagnostics: A Case Study of Tongue Diagnosis

作　　者：孙红梅[1,2] 阴国恩[1] 陈雪莹[1] 

机构地区：[1]天津师范大学心理与行为研究院,天津300074 [2]天津中医药大学人文管理学院,天津300073

出　　处：《心理与行为研究》2013年第6期728-731,共4页Studies of Psychology and Behavior

基　　金：天津市哲学社会科学研究规划一般项目(TJJX11-067)的资助

摘　　要：探讨分析和非分析两种类别学习策略对中医舌诊学习效果的影响。以61名大学生为被试,运用"限定分类学习"范式进行舌诊学习实验。结果表明,即时测验中分析策略的诊断正确率显著高于非分析策略,但分析策略的遗忘量显著大于非分析策略;不管即时测验还是2周后测验,分析策略组的信心评价都显著高于非分析策略组。研究认为分析策略比非分析策略学习效果更好,但非分析策略保持效果更好,不容易遗忘。This paper investigated influence of analytic reasoning and non-analytic reasoning of the category learning in Tongue inspection in traditional Chinese medicine. The paradigms of limited classification learning was used, and subjects consisted of 61 undergraduate students. The results showed that：Percentage Correct Diagnoses of analytic reasoning was significantly higher than non-analytic reasoning in the immediate condition, and the forgetting of ana- lytic reasoning was significantly greater than non-analytic reasoning. Moreover, in confidence evaluation, analytic reasoning was significantly higher than non-analytic reasoning in the immediate condition and 2 - week delay condi- tion. The learning effect of the group who applied to analytic reasoning was better than that of the group who were apphed non-analytic reasoning, but non-analytic reasoning maintain the knowledge better than analytic reasoning.

关 键 词：类别学习 分析策略 非分析策略 中医舌诊. 

分 类 号：B842.3[哲学宗教—基础心理学]