摘要
并非所有学生都能同样成功地完成学习任务。其中一个原因是学生缺乏对自身记忆能力的理解，尤其是在学习新知识方面。本文设计了一种基于记忆实验（“心理物理”）研究（艾宾浩斯）的元认知方法，用于心理咨询。该方法旨在揭示个体在学习新理论信息时的记忆特征——记忆和遗忘的速度，并据此建议学生应投入多少时间才能达到预期的学习水平。基于艾宾浩斯记忆实验的数据，我们获得了记忆和遗忘过程的数学关系。我们假设这些数学关系具有普遍性。个体差异体现在数学模型参数的取值上。这些模型被纳入了本文所述的心理物理咨询方法的数学框架中。该方法的应用要求学生经历三个阶段的咨询程序：（1）进行一项记忆实验，记忆一篇与学习主题相关的短文；（2）实验结束后立即进行一项计算机多项选择题测试，以量化评估学生对测试主题材料的记忆程度。该方法利用所得评估结果计算记忆模型中的各项参数值；（3）一周后重复进行相同的计算机测试（事先不告知学生），以量化遗忘程度。该方法利用第二次测试的评估结果计算遗忘模型中的各项参数值。通过获得的记忆和遗忘各项参数值，该咨询方法能够根据学生期望的学习材料吸收水平，计算出学生需要投入的学习时间。
关键词： 教育；艾宾浩斯；身心咨询；记忆速度；遗忘速度
Abstract
Not all students are dealing equally successfully with educational tasks. One of the reasons is the student's lack of understanding of his/her memorial qualities in learning new knowledge. A metacognitive method is designed for psychological counseling, based on an experimental (“psycho-physical”) study of memory (Ebbinghaus). The method aims at revealing individual memory features on learning new theoretical information—the pace of memorizing and forgetting and as a result recommends a preparation time that the student should spend to achieve a desired level of preparation in the subject to be studied. Based on the data from the Ebbinghaus memory experiments, mathematical dependencies of the processes of memorization and forgetting were obtained. It was assumed that the mathematical form of the mentioned dependencies has a universal character for people. The individual specificity of these processes is reflected in the values of the parameters in the mathematical models. The models were included in the mathematical scheme of the psychophysical counseling method described. The application of the method requires the student to undergo a consultation procedure of three stages: (1) An experiment to memorize a short-written text on a topic from the subject to be studied; (2) Immediately after solving a computer test of the multiple-choice type for quantitative assessment of the degree of memorization of the material of the test topic. The method uses the obtained estimate to calculate the individual parameter values in the memorization model; (3) The same computer test is repeated a week later (the student is not warned about this) to quantify the degree of forgetting. The method uses the estimate from the second test to calculate the individual parameter values in the forgetting model. Through the obtained values of the individual parameters for memorizing and forgetting, for the student's desired level of assimilation of the material to be studied, the counseling method calculates the necessary time that the student must devote to his preparation.
Key words： Education; Ebbinghaus; Psychophysical counseling; Memorization pace; Forgetting pace
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