2014.08.27【英译中】Learning by Thinking(2)

发表于:2014-08-28 11:21 [只看楼主] [划词开启]
For the first study, the team recruited 202 adults for an online experiment in which they completed a series of brain teasers based on a "sum to ten" game. A round of problem solving included five puzzles, and participants earned a dollar for each puzzle they solved in 20 seconds or less.
为了第一项研究,小组招募了202个成年人,他们会在网上完成一些基于“总数为十”的游戏的脑筋急转弯。每一轮包含五个谜题,参与者每在20秒内解开一个谜题就可以获得1美元。


After recording the results of the first problem-solving round, the researchers divided participants randomly into one of three conditions: control, reflection, and sharing.

在完成第一轮脑筋急转弯后,调查人员将参与者随机分为了3组,控制组,反省组和分享组。


In the control condition, participants simply completed another round of brain teasers.

在控制组中,参与者只是继续完成另一轮脑筋急转弯的谜题。


In the reflection condition, participants took a few minutes to reflect on their first round of brain teasers, writing detailed notes about particular strategies they employed. Then they, too, completed a second round of puzzles.

在反省组,参与者可以用几分钟回顾一下他们第一轮的脑筋急转弯,写下他们认为的重要策略。然后他们同样开始进行下一轮答题。


In the sharing condition, participants received the same instructions as those in the reflection group, but with an additional message informing them that their notes would be shared with future participants.

在分享组中,参与者可以获得与反省组同样的指导,但是他们会被额外告知他们所记下来的笔记会与未来的参与者共同分享。


Results showed that the reflection and sharing group performed an average of 18 percent better on the second round of brain teasers than the control group. However, there was no significant performance difference between the reflection and the sharing group. "In this case sharing on top of reflection doesn't seem to have a beneficial effect," Gino says. "But my sense was that if the sharing involved participants actually talking to each other, an effect might exist."

结果显示后两组比第一组在第二轮的解题表现要好18%左右。但是后两组之间没有明显的趋避。“在这种情况下分享自己的反省结果看起来没有很好的作用,但是我认为如果这样的分享能够让参与者相互交谈效果可能会更明显。”

分类: 英语

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