In the process of education and teaching, teachers' teaching methods, students' learning habits, and the interaction mode between teachers and students will directly affect the educational effect. The educational psychology effect, as an important theory to reveal the laws of education, can help us understand the teaching and learning process more scientifically, optimize teaching strategies, and improve learning efficiency. This article will introduce in detail the five influential psychological effects in the field of education, helping teachers and students master scientific educational methods and learning skills.
Testing-feedback effect
What is the test-feedback effect?
Test-feedback effect refers to the psychological phenomenon that can significantly improve learning effect and knowledge retention (retention rate) by conducting regular tests and obtaining feedback in a timely manner during the learning process. Simply put, 'doing questions frequently and correcting mistakes in time' is better than simply reading textbooks repeatedly.
Background source
The systematic study of this effect began in the field of cognitive psychology in the late 20th century. Early research found that students' tests after learning are more lasting than simply repeating the memory effect of learning the same content. Later, psychologists Henry Roediger and Jeffrey Karpicke further confirmed through a series of experiments that testing is not only a tool for evaluating learning, but also an effective means to promote learning, and feedback can help learners correct mistakes and strengthen correct understanding. The combination of the two forms a 'test-feedback effect.'
Core Principle
The core principle of the test-feedback effect stems from the extraction and strengthening mechanism of memory. When learners actively recall knowledge (i.e., participate in tests), the brain activates relevant neural connections. This 'extraction exercise' deepens memory traces more than passively repetitive reception of information. Timely feedback allows learners to clarify their mistakes, avoid the solidification of wrong memories, and at the same time strengthen the storage of correct knowledge, making memory more accurate and lasting.
Experimental basis
Rodig and Kapike once did a classic experiment: they asked three groups of students to learn the same article, and read it repeatedly 4 times after the first group; the second group tested 1 time after the second group and received feedback; the third group tested 3 times after the third group and received feedback each time. Memory detection was performed one week later, and the results showed that the third group had the highest memory retention rate, followed by the second group, and the first group with simple repeated reading had the worst effect. This experiment strongly demonstrates the promoting effect of combining testing and feedback on long-term memory.
Realistic application
In teaching, teachers can use the test-feedback effect to design diverse testing links, such as classroom tests, unit tests, redoing of wrong questions, etc., and ensure timely correction and explanation, so that students can clarify the cause of the error. Students can also take the initiative to conduct self-tests, such as testing the learning effect through dictation, doing exercises, etc., and then reviewing the wrong questions in a key way. For example, regular dictation of new words and corrections are performed in Chinese language learning, and recording errors through wrong questions and practicing repeatedly in mathematics can effectively improve the learning effect.
Critical Analysis
Although the test-feedback effect is effective, it should be noted that the test difficulty should be moderate. Excessive tests will damage students' self-confidence, while excessive exercise will not be able to perform the role of extracting exercises. At the same time, feedback should be specific and timely, avoid giving only scores but not analysis, otherwise the corrective effect of feedback cannot be played. In addition, the frequency of testing needs to be reasonable. Over-testing may increase the burden on students and will affect their interest in learning.
Distributed practice
What is the dispersed practice effect?
The dispersed practice effect (also known as the interval practice effect) refers to a psychological phenomenon that disperses learning time over multiple time periods, which is better than the effect of continuous learning within one time period. For example, spending 30 minutes memorizing words every day is more lasting than memorizing for 3 hours at a time on weekends.
Background source
Research on this effect can be traced back to the memory experiment of German psychologist Hermann Ebbinghaus in the late 19th century. Through research on meaningless syllables of his memory, Ebbinghaus found that the forgetting speed after memory is fast first and then slow, and when the review time is dispersed, the forgetting speed is significantly slowed down. Later psychologists further expanded their research and confirmed that scattered practice is effective in many fields such as language learning and skill training.
Core Principle
The core principle of the dispersed practice effect is closely related to the consolidation process of memory. When we first learn knowledge, the brain needs time to encode and store information, and this process is called 'memory consolidation.' During concentrated practice, a large amount of information pours into the brain, which will cause confusion in memory encoding and lack sufficient time to consolidate; while dispersed practice can allow the brain to have enough time to process information in each learning interval, strengthen neural connections, and at the same time, each review can activate previous memories to avoid forgetting, thereby improving memory effect.
Experimental basis
Psychologists Perlmuter and Montague once conducted a comparative experiment: two groups of students were asked to learn the same vocabulary, one group concentrated on learning 6 times in 1 day, and the other group spread the 6 learnings in 3 days, twice a day. A week later, the test found that the vocabulary recall accuracy rate of the dispersed exercise group was about 30% higher than that of the concentrated exercise group. This result fully demonstrates the positive effect of dispersed exercises on memory retention.
Realistic application
In teaching arrangements, teachers can use the scattered practice effect to design learning plans, such as spreading the learning and review of unit knowledge points to weekly, rather than pre-exam surprise. For example, after the new lesson is explained, basic exercises can be assigned on the same day, comprehensive application exercises will be assigned on the third day, and wrong questions will be reviewed on the weekend. Students can also plan their learning time independently. For example, when memorizing English words, memorizing 20 new words every day and reviewing the words of the previous day is better than memorizing 100 words at once.
Critical Analysis
The interval between scattered exercises is not fixed and needs to be adjusted according to the difficulty of the learning content and the learner's ability. The intervals of simple knowledge can be shorter, while complex knowledge requires longer intervals for digestion. In addition, dispersed exercises are not suitable for all learning tasks. For skills that require continuous concentration (such as coherent paragraph exercises for instrumental performance), short-term concentrated exercises may be more effective and should be flexibly used in combination with the characteristics of the task.
Wallach effect
What is the Wallach effect?
The Wallach effect refers to the psychological phenomenon in which everyone has their own advantage potential, and when educators or learners discover and cultivate these advantages, individuals can achieve significant achievements in the corresponding field. It emphasizes the importance of 'playing to your strengths and avoiding your weaknesses' in education, that is, stimulating learning motivation and creativity by identifying strengths.
Background source
This effect is named after the upbringing of German chemist Otto Wallach. When Wallach was in middle school, his parents wanted him to study literature, but he performed mediocrely; later he changed to learning painting, but his grades were still poor. Until the chemistry teacher discovered his focus and talent in experimental operations and suggested that he learn chemistry, Wallach eventually achieved great success in the field of chemistry and won the Nobel Prize in Chemistry. Psychologists have concluded from this case that every student has unique advantage potential, and the key lies in accurate identification and cultivation.
Core Principle
The core principles of the Wallach effect are based on the theory of multiple intelligences and the theory of individual differences. The multi-intelligence theory believes that human intelligence includes language, logic-mathematics, space, music, body-kinesthetics, etc. Each person has different intelligence structures and different areas of advantage. When an individual learns in a dominant field, he will have a stronger learning motivation due to the matching of interests and abilities, and will be more likely to gain a sense of accomplishment, thus forming a virtuous cycle of 'interest-effort-achievement'.
Experimental basis
The experimental study of multiple intelligences by educational psychologist Howard Gardner provides scientific support for the Wallach effect. Through follow-up research on students of different ages, he found that students who receive targeted teaching in the field of advantageous intelligence have significantly higher learning initiative, knowledge mastery and creativity than students who receive unified teaching. For example, students with outstanding spatial intelligence improve their grades more than 20% faster than traditional teaching through targeted methods such as model operation in geometry learning.
Realistic application
In teaching, teachers should identify students' advantageous areas through observation, questions, practical activities, etc. For example, some students are good at logical reasoning, some are good at language expression, and some are good at hands-on operations. Then design personalized teaching tasks, such as allowing students with logic advantages to participate in mathematics competitions and students with language advantages to participate in speech competitions. Parents should also pay attention to their children's interests and encourage them to explore in-depth areas of advantage rather than blindly pursuing 'all-round development'.
Critical Analysis
The Wallach effect emphasizes the cultivation of advantages, but does not ignore the improvement of basic abilities. The development of advantageous fields requires the support of basic subject knowledge, such as chemistry research requires a foundation in mathematics and physics. Excessive focus on advantages and neglecting shortcomings may lead to an imbalance in the knowledge structure. In addition, the identification of advantages requires long-term observation, avoiding 'labeling' students based on just one performance. Students should be given the opportunity to try different fields and then gradually focus on their advantages.
South Wind Effect (Warm-wind)
What is the south wind effect?
The south wind effect (also known as the warm effect) refers to the psychological phenomenon in which gentle, respectful, caring communication methods can be more acceptable and positive in interpersonal interactions than strict and compulsory methods. In education, it emphasizes that teachers treat students with a warm attitude, which can guide students to correct their mistakes and actively learn than harsh criticism.
Background source
The south wind effect originates from the fables of French writer La Fontaine: Who can make pedestrians take off their coats by competing between the north wind and the south wind? The north wind blew violently, but the pedestrians wrapped their coats tighter; the south wind blew gently, and the pedestrians felt warm, so they took the initiative to take off their coats. Psychologists applied this phenomenon to the field of education and found that 'warm education' is more effective than 'strict discipline'.
Core Principle
The core principle of the south wind effect is the impact of emotional resonance on behavior. When students feel the respect, understanding and care of teachers, they will have a positive emotional experience, reduce psychological defenses, and be more likely to accept teachers' suggestions and requirements. On the contrary, severe criticism and compulsory orders will make students feel resistant and even cause rebelliousness, which is not conducive to the realization of educational goals.
Experimental basis
Educational psychologists have conducted a comparative experiment in primary school classes: two classes with similar discipline issues are divided into two groups, teachers in Group A use criticism and punishment to manage discipline, and teachers in Group B use patient communication and encouragement and guidance. After one semester, the discipline improvement rate of students in Group B was 40% higher than that in Group A, and their learning enthusiasm and teacher-student relationship satisfaction were also significantly higher. This shows that warm communication styles can more effectively promote students' positive behavior.
Realistic application
In education, teachers can use the south wind effect to improve teacher-student relationships and classroom management. When students make mistakes, avoid public criticism, but listen patiently to the reasons in private, help analyze the mistakes and make suggestions for improvement; when students' grades decline, encouragement rather than criticism to help find the problem. For example, when a student has not completed his homework, the teacher can say: 'I believe you did not do it on purpose. Have you encountered difficulties? Let's see how to solve it.' This communication method can make students feel respected and more willing to take the initiative to correct it.
Critical Analysis
The Nanfeng Effect emphasizes warm communication, but does not abandon rules and requirements. Education needs 'warmth' and 'principles' coexist, and a gentle attitude should be based on clear rules to let students know the boundaries of behavior. Excessive indulgence and unprincipled 'warmth' may lead to students' lack of awareness of rules, which is not conducive to growth. In addition, the effects of the south wind effect vary from person to person. For students who are rebellious or lack of discipline for a long time, it may be necessary to flexibly adjust their communication methods in combination with moderate and strict requirements.
Gain-loss liking
What is the increase or decrease effect?
The increase-decrease effect refers to the psychological phenomenon in which people's favorability towards others will increase as the evaluation 'from low to high' (increase) and decrease as the evaluation 'from high to low' (decrease). In education, it reminds teachers to pay attention to strategies in their evaluation of students, and a reasonable evaluation order can motivate students more effectively.
Background source
The increase-decreasing effect originates from the interpersonal attraction experiment of social psychologist Elliot Aronson. In the experiment, the researchers let the subjects hear others' evaluations of themselves. One group of evaluations gradually shifted from negative to positive (addition and decrease group), one group of evaluations always positive (full positive group), and one group of evaluations shifted from positive to negative (reduction and increase group). The results showed that the subjects had the highest favorability for the evaluators of the increase and decrease group, confirming the impact of evaluation changes on interpersonal favorability. Later this effect was applied to the field of educational evaluation.
Core Principle
The core principles of the increase-decrease effect are related to psychological expectations and self-worth. When the evaluation goes from low to high, students feel that they are making progress and their sense of self-worth is improved. They will think that the evaluator is more objective and sincere, thus generating positive psychological feedback; when the evaluation goes from high to low, students are prone to disappointment or denial, believing that they have not met their expectations, which will reduce their trust in the evaluator and their own enthusiasm.
Experimental basis
Experimental research in the field of education shows that students' evaluations adopt the method of 'first pointing out a small amount of shortcomings, then focusing on praise for progress and advantages' (additional and subtractive evaluation), which can better enhance students' learning motivation than 'only praise but not criticize' or 'first praise and then severely criticize' methods. For example, in essay correction, first gently point out 2-3 small problems, and then vigorously affirm the advantages of the article structure and intention. Students' enthusiasm for revision is more than 30% higher than simple praise or severe criticism.
Realistic application
When evaluating students, teachers can use the increase and decrease effect to optimize the evaluation method. When praising, avoid excessive praise from the beginning. You can first affirm the basic performance and then gradually strengthen the advantages; when criticizing, you must first affirm the students' efforts and some advantages, then point out the areas that need improvement, and finally give encouragement and expectations. For example, to students with fluctuations in grades, 'Although you make some mistakes this time, you have a more solid grasp of the basic question types. As long as you pay attention to the details of the question review, you will definitely be better next time.' This evaluation not only points out the problem, but also conveys confidence, and is more likely to be accepted by students.
Critical Analysis
The application of the increase and decrease effect must be based on sincerity. If the deliberately designed 'deprecating first and then praise' seems hypocritical, it will make students feel manipulated, which will be counterproductive. Evaluation should be based on facts and avoid distorting true views of students in order to cater to the effect. In addition, the focus of evaluation should be on specific behavior rather than personality. For example, 'This homework is written neatly than the last time' (specific behavior) is more effective than 'You are smarter and smarter' (personality evaluation), which allows students to clarify the direction of their efforts.
Conclusion
The educational psychology effects provide us with a scientific perspective of understanding teaching and learning, from the test-feedback effect to the interval memory of the dispersed practice effect; from the discovery of the advantages of the Wallach effect, to the warm communication of the south wind effect, to the art of evaluation of the increase and decrease effect, each effect contains the wisdom of education. In actual education and teaching, we should flexibly use these effects in combination with the characteristics and specific situations of students, so as to play their positive roles, and pay attention to avoid falling into application misunderstandings. Through scientific educational methods, students' learning potential will be stimulated, a harmonious teacher-student relationship will be built, so that education can truly become a force to promote students' growth.
Continue to pay attention to the series of articles in 'Complete Psychological Effects' and explore more secret weapons of psychology in depth.
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