Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?

Zamary, Amanda; Rawson, Katherine A.

doi:10.1007/s10648-018-9433-y

Cited by 13 publications

(9 citation statements)

References 49 publications

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“…Another important factor to consider for educational practice is efficiency—how much time it takes to implement a study technique (Rawson & Dunlosky, 2011, 2013; Zamary & Rawson, 2018, in press). Students are expected to learn a lot of content across many classes and time is a limited resource.…”

Section: Discussionmentioning

confidence: 99%

When does practice testing promote transfer on deductive reasoning tasks?

Wissman

Zamary

Rawson

2018

Journal of Applied Research in Memory and Cognition

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Tran et al. (2015) evaluated whether engaging in practice testing versus restudy promotes transfer and concluded that testing does not enhance performance on a deductive reasoning task. The current research further evaluated Tran et al. (2015) and an alternative explanation for the observed effect-namely, that testing did not enhance memory for the information required to complete the deductive reasoning task. Learners studied premises from four scenarios and engaged in testing or restudy during practice. Following practice, learners completed a multiple-choice test that required them to deductively reason from premises. Results replicate Tran et al. (2015) by demonstrating that fill-in-the-blank testing does not promote transfer on a deductive reasoning task. Results also provide evidence suggesting that deductive reasoning depends on complete memory for requisite pieces of information and that testing effects on deductive reasoning are more likely to obtain under conditions that yield a memory advantage for testing versus restudy.

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Section: Discussionmentioning

confidence: 99%

When does practice testing promote transfer on deductive reasoning tasks?

Wissman

Zamary

Rawson

2018

Journal of Applied Research in Memory and Cognition

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“…However, this prediction assumes that teachers do little to reduce cognitive load during lessons. As noted above, there are steps that can be taken to reduce cognitive load during problem solving, such as presenting worked examples and fading, or removing steps in a problem successively, the problem-solving steps (Sweller, 2011; Zamary & Rawson, 2018). When cognitive load is reduced, students can learn how to solve the problems.…”

Section: The Cognitive Filter Modelmentioning

confidence: 99%

What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories.

Miller‐Cotto

Byrnes

2020

Journal of Educational Psychology

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Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from the 2011 Early Childhood Longitudinal Study Kindergarten (ECLS-K). Results of path analyses in a structural equation modeling (SEM) framework indicated an excellent fit for the transactional model, while a poor fit was shown for the other 2 models for both math and reading. Findings across these analyses suggested that working memory and achievement interact in a reciprocal, recursive manner over time. Findings are discussed in terms of their implications for theory, practice, and future research.

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“…In addition, the students in the experimental group may not have repeated what they learned until the application of the retention test. There are also studies in the literature that show different results about the effect of the example elaboration strategy (Rawson & Dunlosky, 2016;Zamary & Rawson, 2018a;Zamary & Rawson, 2018b;Dornisch et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Hannon (2012) ise türdeş olan ve türdeş olmayan iki kavramın öğretiminde, tanımı ve özellikleri öğrenmede tanımları karşılaştırmanın, örnek ayrıntılamadan daha etkili olduğu sonucuna ulaşmıştır. Alan yazında, öğrenci örneklerinin, örneklerin ve örnek olmayanların farklı biçimlerde sunumunun, örneklerle birlikte dönütün kavram öğrenmeye etkisi incelenmiştir (Bolkan ve Goodboy, 2019;Finn, Thomas ve Rawson, 2018;Griffin, 1993;Rawson ve Dunlosky, 2016;Rawson, Thomas ve Jacoby, 2015;Watson ve Shipman, 2008;Zamary ve Rawson, 2018a;2018b). Örneklerin, öğrenme-öğretme sürecindeki rolü ve örnek ayrıntılamanın etkisi çözülmüş örneklerle (worked-examples) daha çok önem kazanmıştır (Catrambone ve Yuasa, 2006;Foster, Rawson ve Dunlosky, 2018;Özcan, Kılıç ve Obalar, 2018;Roelle, Hiller, Berthold ve Rumann, 2017).…”

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The Effect of Example Elaboration Strategy on Concept Learning, Retention and Transfer on Teaching Adverb Concept

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Taş

2021

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Öz: Örnekler, kavramın daha somut ve anlaşılır hale gelmesini kolaylaştırdığı için kavramların öğrenilmesini olumlu yönde etkilemektedir. Bu çalışmada, Türkçe dersinde zarf kavramının öğretiminde örnek ayrıntılama stratejisinin kavram öğrenme başarısına, kalıcılığa ve transfere etkisi araştırılmıştır. Öntest-sontest kontrol gruplu deneysel modele göre desenlenen bu çalışma, ortaokul yedinci sınıf öğrencileri ile gerçekleştirilmiştir. Çalışma grubu, deney grubunda 30, kontrol grubunda 30 öğrenci olmak üzere 60 öğrenciden oluşmaktadır. Veriler, okuduğunu anlama testi (OAT), kavram öğrenme testi (KÖT) ve transfer testi kullanılarak elde edilmiştir. Verilerin analizinde aritmetik ortalama, standart sapma, bağımsız gruplar t testi ve kovaryans analizi (ANCOVA) kullanılmıştır. Araştırma sonucunda deney ve kontrol grubundaki öğrencilerin okuduğunu anlama ve kavram öğrenme öntest toplam başarı puanları kontrol edildiğinde, kavram öğrenme sontest düzeltilmiş ortalamaları arasında deney grubu lehine anlamlı bir farklılık saptanmıştır. Kalıcılık testi ve transfer testi düzeltilmiş ortalamaları açısından deney ve kontrol grupları arasında anlamlı bir farklılık belirlenmemiştir. Araştırmada ulaşılan bulgulara göre örnek ayrıntılama stratejisinin kavram öğrenmede kısmen etkili bir strateji olduğu belirtilebilir.

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Are Provided Examples or Faded Examples More Effective for Declarative Concept Learning?

Cited by 13 publications

References 49 publications

When does practice testing promote transfer on deductive reasoning tasks?

When does practice testing promote transfer on deductive reasoning tasks?

What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories.

The Effect of Example Elaboration Strategy on Concept Learning, Retention and Transfer on Teaching Adverb Concept

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