手势追踪效应及其理论解释
The Tracing Effect and Its Theoretical Explanations
摘要: 手势追踪效应是指在学习过程中使用手势追踪有助于提升学习效果的现象。对于这一效应，可以从认知负荷理论、具身认知和ICAP理论三个视角来进行解释。根据认知负荷理论，手势追踪可以帮助心理表征组块和充当注意引导的线索，促进认知资源优化。从具身认知角度看，手势追踪不仅可以激活多种工作记忆通道，促进心理表征的构建，还可以帮助将认知工作转移到环境中，促进图式的构建和学习效果的提升。根据ICAP理论，手势追踪本质上是一种对学习材料的主动操控，它有助于激活学习者的相关背景知识，从而促进认知加工。目前，关于手势追踪效应的研究主要聚焦在数学学习领域，对于该效应发生的边界条件尚需进一步探究；对于观看他人手势追踪与学习者自己进行手势追踪对学习产生的不同影响，也有待深入探讨。关于手势追踪效应的未来研究，应重点考虑这种效应发生的边界条件、潜在心理机制、与电子学习媒介的交互以及在真实课堂情境中的应用等四个方面。
Abstract: The tracing effect refers to the phenomenon that tracing on the learning material helps to improve learning efficiency. This article explains the effect drawing on cognitive load theory, embodied cognition, and ICAP theory. Based on cognitive load theory, tracing helps to optimize cognitive resource by chunking mental representation and working as an attention guiding cue. From the perspective of embodied cognition, tracing contributes to improve learning efficiency because it not only activates various working memory modalities, which provides opportunities for mental representation construction, but also helps to off-load cognitive work onto the physical environment to increase available for schema construction. In terms of ICAP theory, tracing reaps benefits of active learning and thus promoting cognitive processing as a result of activating learners’ relevant background knowledge. At present, researches on the tracing effect have mainly focused on the mathematics domain, but the boundary is not clear. Meanwhile, the difference between the effect of learners’ self-generated tracing and observing tracing also remains to be further explored. Future research should take into consideration the boundary conditions, psychological mechanisms, and interactions with multimedia, as well as the ecological validity of tracing effect.
文章引用：左跟梅, 林立甲, 庞维国 (2021). 手势追踪效应及其理论解释. 心理学进展, 11(9), 2119-2128. https://doi.org/10.12677/AP.2021.119240

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