Cognitive Studies, 22(2), (June 2015) Reconstructing explanations perform a crucial role not only in the progress of science, but in educatio
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1 Cognitive Studies, 22(2), (June 2015) Reconstructing explanations perform a crucial role not only in the progress of science, but in educational practice and daily activities including comprehension of phenomena. We focused on the transition of attention on a key fact that contradicts the preceding explanation and has a central role in its reconstruction. We used a short story as an experimental material in which the participants first constructed a prior explanation and reconstructed it. The experimental results are summarized as follows. First, when the prior explanation was rejected, a new explanation was required, after attention on the key fact was inhibited. Second, hypothesized premises not inconsistent with the prior explanation were sought to protect the prior explanation. Third, the explanation reconstruction was facilitated by having the participants focus on the key fact. Last, attention on the key fact was recovered through explanation reconstruction. Keywords: eye movement analysis, explanation construction, explanatory shift, reading comprehension, reinterpretation, representation change 1. (Hanson, 1958;, 1980) (Jastrow, 1900; Boring, 1930) (e.g.,, 2003; Kuhn, 1962) An Experimental Study on Explanation Reconstruction through Reinterpretation of Key Facts, by Hitoshi Terai (School of Human-Oriented Science and Engineering Kinki University), Kazuhisa Miwa (Graduate School of Information Science Nagoya University), and Shota Matsubayashi (Graduate School of Information Science, Nagoya University) (Simon, 2000) Dunbar (1995)
2 224 Cognitive Studies June 2015 (Clary & Tesser, 1983) 1.2 (Mason, 1953) (Vosniadou & Brewer, 1992; Watts & Zylberstan, 1981) Chinn and Brewer (1998) (Campion, 2004; Graesser & Clark, 1985; Graesser, Singer, &Trabasso, 1994) (Magliano, Dijkstra, & Zwaan, 1996)
3 Vol. 22 No (Knoblich, Ohlsson, Haider, & Rhenius, 1999;, 1998) Knoblich, Ohlsson, and Raney (2001) (2005) Grant and Spivey (2003) (Duncker, 1945) (Seifert & Robertson, 1985; Rumelhart &
4 226 Cognitive Studies June Ortony, 1977) Gardner (1978) 2 2 A B B A Gardner (1978) B A A B
5 Vol. 22 No p < χ 2 4 χ 2 (3) = 10.8, p <.05 Ryan p <.01, p <
6 228 Cognitive Studies June F (1, 33) = 0.40, ns; F (2, 66) = 0.55, ns F (2, 66) = 13.52, p <.01 p <.05, p <.01 p <.01 Ryan p <.05, p <.05 p <.01 p <.05, p < χ 2 5
7 Vol. 22 No ) 5 χ 2 (1) = 2.07, ns χ 2 (1) = 6.26, p <.05; χ 2 (1) = 7.79, p < Tobii T60 2 2) 15 1) 1 2 2) 1)
8 230 Cognitive Studies June SD: ROI: Region of Interests ROI t1 1, 1 < t2 2, 2 < t3 3, 3 < t4 4, 4 < t5 5 5 t3 1 t4 2 t5 1 t1 t t(20) = 1.63, ns 1 3 F (2, 40) = 9.13, p <.01 Ryan (p <.05) t2 t t(20) = 2.93, p < F (2, 40) = 4.50, p <.05 Ryan (p <.05) t3, t4 t5
9 Vol. 22 No t3 : t(19) = 1.16, ns, F (2, 38) = 1.77, ns; t4 : t(17) = 0.22, ns, F (2, 34) = 0.03, ns; t5 : t(16) = 0.59, ns, F (2, 32) = 0.41, ns t1 3 t2 t1 t2 1 t1, t2 t3 t1 t2 t anomalous data (Kuhn, 1962; Kulkarni & Simon, 1988; Dunbar, 1995) anomalous data anomalous data anomalous data (Chinn & Brewer, 1993, 1998; Mason, 2001) Chan (1997) 5 Lispon (1982) 1
10 232 Cognitive Studies June anomalous data 6.2 Aha! experience (, 2003) (Knoblich et al., 1999;, 1998;, 2005) (Bilalic, McLeod, & Gobet, 2008; Thevenot & Oakhill, 2008) Bilalic et al. (2008) 3 7.
11 Vol. 22 No Bilalic, M., McLeod, P., & Gobet, F. (2008). Why good thoughts block better ones: The mechanism of the pernicious Einstellung (set) effect. Cognition, 108 (3), Boring, E. G. (1930). A new ambiguous figure. American Journal of Psychology, 42, Campion, N. (2004). Predictive inferences are represented as hypothetical facts. Journal of Memory and Language, 50 (2), Chan, C. (1997). Knowledge building as a mediator of conflict in conceptual change.cognition and Instruction, 15 (1), Chinn, C. A., & Brewer, W. E. (1993). The role anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63 (1), Chinn,C.A.,&Brewer,W.E. (1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35 (6), Clary, E. G., & Tesser, A. (1983). Reactions to unexpected events: The naive scientist and interpretive activity. Personality and Social Psychology Bulletin, 9, Dunbar, K. (1995). How scientists really reason: Scientific reasoning in real-world laboratories. In R. J. Sternberg, & J. Davidson (Eds.), The nature of insight, MIT Press. Duncker, K. (1945). On problem-solving. Psychological Monographs, 58 (270), Gardner, M. (1978). Aha! insight. New York: W. H. Freeman & Co. Graesser, A. C., & Clark, L. F. (1985). The generation of knowledge-based inference during narrative comprehension. In G. Rickheit, & H. Strohner (Eds.), Inference in text processing. Amsterdam: Northholland: Elsevir. Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101 (3), Grant, E. R., & Spivey, M. J. (2003). Eye movements and problem solving: Guiding attention guides thought. Psychological Science, 14 (5), Hanson,N.R. (1958). Patterns of discovery. Cambridge University Press. (1998). :., 5 (2), Jastrow, J. (1900). Fact and fable in psychology. Boston: Houghton, Mifflin. Knoblich, G., Ohlsson, S., Haider, H., & Rhenius, D. (1999). Constraint relaxation and chunk decomposition in insight problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25 (6), Knoblich, G., Ohlsson, S., & Raney, G. E. (2001). An eye movement study of insight problem solving. Memory & Cognition, 29 (7), Kuhn, T. S. (1962). The structure of scientific revolutions. The university of Chicago Press. Kulkarni, D., & Simon, H. (1988). The processes of scientific discovery: The strategy of experimentation. Cognitive Science, 12 (2), Lispon, M. Y. (1982). Learning new information from text: The role of prior knowledge and reading ability. Journal of Reading Behavior, 14 (3), Magliano, J. P., Dijkstra, K., & Zwaan, R. A. (1996). Generating predictive inferences while viewing a movie. Discourse Processes, 22 (3), Mason, L. (2001). Responses to anomalous data on controversial topics and theory change. Learning and Instruction, 11 (6), Mason, S. F. (1953). A history of the science Main currents of scientific thought. London: Lawrence & Wishart Ltd. Rumelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In
12 234 Cognitive Studies June 2015 R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge, chap. 4, Hillsdale, NJ: Lawrence Erlbaum Associates. Seifert, C. M., & Robertson, S. P. (1985). Types of inferences generated during reading. Journal of Memory and Language, 24 (4), Simon, H. A. (2000). Discovering explanations. In F. C. & Wilson R. A. Keil (Ed.), Explanation and cognition, Cambridge, MA: MIT Press. Thevenot, C., & Oakhill, J. (2008). A generalization of the representational change theory from insight to non-insight problems: The case of arithmetic word problems. Acta Psychologica, 129 (3), Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24 (4), Watts, D. M., & Zylberstan, A. (1981). A survey of some children s ideas about force. Physics Education, 16 (6), (2005).., 12 (2), (1980)... (2003).., 18 (3), (Received 10 Feb. 2014) (Accepted 28 March 2015) ( ) / JST CREST ( ) ( ) Carnegie Mellon University, Dept. of Psychology, visiting assistant professor ( ) NTT
Kintsch, W. 1994 Text comprehension, memory, and learning. American Psychologist, 49, 294-303. Leon, J. A., & Penalba, G. E. 2002 Understanding causality and temporal sequences in scientific discourse.
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Title Author(s) Kobe University Repository : Kernel 公務員の経験学習と人材育成 (Experiential Learning and Development in Public Organizations) 松尾, 睦 Citation 国民経済雑誌,204(5):31-41 Issue date 2011-11 Resource Type Resource