Cognitive effects of the LV Approach on kanji learners: A novel approach using learner's personal visual cognition

机译：LV方法对汉字学习者的认知效果：一种使用学习者的个人视觉认知的新颖方法

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This study focuses on the issue of how kanji learners mentally Â¿deconstructÂ¿ a kanji as they view it and how they may update this visual deconstruction over time as they learn kanji. The research problem deals with the question of whether or not an innovative kanji learning approach, the Â¿learner's visualization (LV) ApproachÂ¿, assists learners in significantly updating their personal kanji deconstruction visualization (which refers to how the learner visually divides a given kanji into smaller, manageable parts). With the LV approach, in contrast to other kanji learning approaches, kanji learners themselves decide which way to divide a kanji into smaller parts, allowing them to thus choose the complexity level and number of parts of that particular kanji according to their personal visual cognition. To support the analysis of the kanji visualization process, we developed a kanji learning support system based on the LV approach. The analysis of our results proves the existence of the positive effect of using this novel approach in kanji learning; learners progressively move towards visually dividing kanji into fewer and fewer blocks.

机译：这项研究的重点是汉字学习者在看汉字时如何在精神上“解构”汉字，以及随着学习汉字他们如何随着时间的推移更新这种视觉解构。研究问题涉及一种创新的汉字学习方法，即“学习者可视化（LV）方法”的问题，它可以帮助学习者显着更新其个人汉字解构可视化（这是指学习者如何在视觉上划分给定的汉字）分成更小的，易于管理的部分）。与其他汉字学习方法相比，与其他汉字学习方法相比，LV方法使汉字学习者自己决定将汉字分为较小部分的方式，从而使他们能够根据个人的视觉认知选择该特定汉字的复杂程度和部分数量。为了支持对汉字可视化过程的分析，我们开发了基于LV方法的汉字学习支持系统。我们对结果的分析证明了在汉字学习中使用这种新颖方法的积极作用。学习者逐渐朝着视觉上将汉字划分为越来越少的块的方向发展。

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《Frontiers in Education Conference, 2009. FIE '09》|2009年|1-6|共6页
会议地点 San Antonio TX(US);San Antonio TX(US)
作者
Cueva L.I.; Murota M.; Hayashi T.; Mitsuhara H.; Gotoda N.; Yano Y.;
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Dept. of Human Syst. Sci., Tokyo Inst. of Technol., Tokyo, Japan;

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cognition; computer aided instruction; natural language processing; LV approach; cognitive effects; kanji learning support system; learner visualization; personal kanji deconstruction visualization; personal visual cognition; visual deconstruction; kanji; kanji deconstruction visualization; kanji learning approach; learning support system; visual cognition;

机译：认知;计算机辅助教学;自然语言处理; LV方法;认知效果;汉字学习支持系统;学习者可视化;个人汉字解构可视化;个人视觉认知;视觉解构;汉字;汉字解构可视化;汉字学习方法;学习支持系统;视觉认知;

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4. Cognitive Effects of the LV Approach on Kanji Learners: A Novel Approach Using Learner's Personal Visual Cognition [C] . Luis Inostroza Cueva, Masao Murota, Toshihiro Hayashi, Frontiers in Education Conference . 2009

机译：LV方法对Kanji学习者的认知效应：一种使用Learner个人视觉认知的新方法
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7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. 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机译：决策是分析有关问题情况的信息并将其与特定结论进行比较的过程，以解决特定的问题（Yıkılmaz，2001; Miller和Byrnes，2001）。决策风格是一种机制，受到内部和外部条件的影响，确定个人决定的方向，决策过程的内容以及决策过程的结果（PAYNE，BETTMAN和BEDNE） Johson，1993;Bavol'ár和奥萨洛瓦，2015）。法案是认知行为治疗家庭的当代成员。行为（验收和承诺治疗）具有与行为疗法和认知疗法的类似和不同方向（Herbet和Forman，2011; Hayes，2004）。 KKT在分析行为中使用存在性和认知方法来响应古典行为治疗方法。 KKT是一个科学翼，试图解决人类问题，旨在解决有问题的人类行为（铅垂，斯图尔特，Dahl和Lundgren，2009）。有人认为，当我们国家的瞄准国家进行筛选时，有关行动方法的新方法几乎没有研究，并且认为我们的国家将为完成工作做出贡献的心理咨询领域。在研究的范围内，使用实验和对照组和初步测试，使用后测试和后续测量的2x3实验设计。该研究的研究小组包括共24名（12个实验和12个对照组）大学学生在不同的部门和水平上学习，在2015-2016学术上继续进行2015-2016的学术年度2015-2016学年年。实验和对照组参与者的平均年龄是20.实验组中有12名参与者，7名女性和5名男性，12名参与者，7名女性和5名男性。研究人员准备的个人信息表格和决策制定风格规模在研究中使用。为了决定在分析数据的过程中使用的测试，参与者的决策风格刻度预测的分数主要在实验和对照组中进行，分析了参数的基本期望吗？测试得到了回答。由于对实验和对照组给出了从决策曲调标度获得的分数，偏移和峰度分子系数。确定该分布是正常的在成熟的-WILK试验结果中，其中每亚级的偏差和刚度系数在-1到+1之间排名。实验和对照组的参与者;决策式预测测量的同质性测试结果表明数据是均匀的。根据毛毛环保试验的结果，已确定工作支持假设。据确定，从依赖决策风格的实验和对照组获得的预测分数之间没有显着差异，但测试组在测试后的分数内显示出较低的平均分数和后续的分数 - 测试。因此，可以说，应用于实验组的面向活动的心理教育程序减少了决策风格子维度的依赖决策风格分数，并且心理教育程序具有持久的效果。据确定，从实验和对照组自发决策风格获得的预测试，测试后和后续评分之间没有显着差异。因此，可以说这种情况不会导致从应用于实验组的活动导向的心理教育程序的决策风格分数的自发决策风格分数显着差异。行为的心理教育计划在个人直观的决策风格下降，但这种减少并没有产生显着的差异。因此，可以说，这种情况不会在从应用于实验组的KKT导向的心理教育程序的决策风格分数中产生有意义的决策风格分数。从实验和对照组的理性决策风格获得的预测分数显示后检验后和随访评分之间存在差异，但这种差异并不重要。由于分析，确定测试组的理性决策风格较高，而不是后测试和后续分数的预测分数，而对照组合理决策风格的后测试和后续测试分数显示出与预测试分数相比的减少。预测分数。决策款式扩展避免决策由于分析了预测试，测试后和后续措施的班次评分的平均分数，发现群体效应是微不足道的。确定实验和对照组从避免决策风格获得的预测评分中显着不同，但在测试后和后续测试的分数内没有显示出任何重大变化。

Cognitive effects of the LV Approach on kanji learners: A novel approach using learner's personal visual cognition

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