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1、THINKINGSTYLESANDSOCIALLYENRICHEDLEARNINGMATERIAL:DIFFERENTIALEFFECTSONMOTIVATIONANDMEMORYPERFORMANCEAgnetaGulzLundUniversityCognitiveScienceKungshuset,LundagårdS-22222Lund,SwedenE-mail:Agneta.Gulz@lucs.lu.seInthisstudy,weexaminedhowlearnersareinfluencedwhensocialinformatio
2、n,intheformofaframework,isaddedtoalearningmaterial.Thestudywasintegratedinaclassthattheparticipantsweretaking.Motivationalaswellasmemoryperformanceeffectswerestudied.Inanassignment,twostudymaterialswereused,inwhicheachofthematerialscameinaneutralaswellasasociallyenrichedfor
3、mat.Earlierinthesemester,theparticipantshadcompletedaquestionnairethatassessedtheirdegreeofinterestinrepresentedsocialcontexts–theirdegreeofpersonorientation.Theresultsshowedconsiderableindividualvariabilityinattitudestothesociallyenrichedframeworks.Thestudyalsopointstoindi
4、vidualdifferencesastowhethersocialenrichmentofamaterialsupportsmemoryperformanceornot.Inaddition,theresultsofthestudyindicatethattheconstruct‘degreeofpersonorientation’ismeaningfulindescribingthevariabilitybothinattitudeandperformance.Apedagogicalimplicationoftheresultsisth
5、atwecannothopeforsocialenrichmentoflearningmaterialstobeaninstructionalpanacea.Thatis,cognitivescientistsorinstructionalscientistswillnotbeabletoproposesocialenrichmentasageneralrecommendationorguidelinetodesignersofinstructionalmaterials.Rather,designersoughttobemadeawareo
6、ftheindividualvariabilityinthisrespect.Humanbeingsaresocialandcommunicativehumanhallmark(Donald,1991).Anexampleofacreatures.Frombirthon,ahumanbeingorientssocio-cognitiveactivitythatrecursindifferentherselftowardsotherhumansintheenvironmentandculturesisgossip.InhisbookGroomi
7、ng,GossipandrespondstoandinitiatescommunicationandtheEvolutionofLanguage(1996),Dunbardescribesinteractionwiththem.Thisorientationisenclosedatasmalltalkandgossipasthefirstimportantstepinthegenerallevelinhumangeneticequipmentlinguisticdevelopmentofhumankind.Nordenstam(Trevart
8、hen,1992;Vygotsky&Luria,1994).The(1998)emphasizesthefunctionofgossip–thespecificco
