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类别学习影响因素的研究综述
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Abstract:
类别学习作为用于客观事物分类的心智活动，其核心要素涵盖认知加工机制、影响因素及优化策略，这些课题已成为当前研究领域的核心议题。其中，类别学习判断(CLJ)作为元认知监测在分类层面的具象化指标，能够反映学习者对自身知识掌握程度的鉴别能力，而个体元认知能力的差异则直接影响学习效果。现在有越来越多的研究者从类别学习的影响因素出发，深入探讨在个体进行类别学习判断的时候什么会促进或者抑制这个过程。找到这些影响因素之后可以帮助教育者更好地、有针对性地对学生提供教学方法，帮助学生养成良好的学习习惯。
Category learning, as a mental activity used for the classification of objective things, encompasses core elements such as cognitive processing mechanisms, influencing factors, and optimization strategies. These topics have become central issues in current research. Among them, category learning judgment (CLJ), as a concrete indicator of metacognitive monitoring at the classification level, reflects the learner’s ability to assess their own knowledge mastery. Differences in individual metacognitive abilities directly affect learning outcomes. Increasingly, researchers are exploring the factors that influence category learning, particularly what facilitates or inhibits the process when individuals make category learning judgments. Identifying these influencing factors can help educators provide more targeted teaching methods and assist students in developing effective learning habits.
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