Effects of elaborative prompt condition and developmental level on the performance of addition problems by kindergarten children.

Grunau, Ruth V.E.

doi:10.1037/0022-0663.70.3.422

Cited by 3 publications

(2 citation statements)

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“…For instance, basic math skills are more evident when problems are accompanied by concrete referents (e.g., Grunau, 1978) or when materials are made more explicit by eliminating vagueness (e.g., Smith & Cotten, 1980). A number of investigations have demonstrated that one method of making text more explicit and concrete, that of providing advance organizers, is especially effective in increasing comprehension of difficult and/or disorganized text (e.g., Beeson, 1981;Mayer, 1978;Royer & Cable, 1976; see also Chapter 4 in this volume).…”

Section: Discussionmentioning

confidence: 99%

Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Research

Pressley¹

1983

Springer Series in Cognitive Development

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By this point in the volume, it should be apparent that cognitive psychologists (and more specifically, the authors contributing to this book) are bullish on the position that use of strategies can increase learning. Nonetheless, it should also be obvious that learners (especially children) do not always use cognitive strategies that they could use, and that sometimes strategy usage is difficult even when strategy usage instructions are provided. That does not mean, however, that when learners cannot or do not execute strategies, cognitive strategy researchers have nothing to offer. In fact, cognitive strategy research includes a plethora of data on how to modify materials so that they are easier to comprehend and learn. In this chapter that research will be selectively reviewed.The principal concern in the chapter is with children's processing of meaningful materials including prose, television programs, and oral communication. The focus on these types of materials follows from my own research interests, as well as an awareness that much of cognitive psychology in recent years has been conducted in these content areas. However, readers should not assume that materials modifications recommendations based on cognitive research are limited to these domains. I hope that by explicating the relevance of cognitive research to materials development in the areas considered here, I will stimulate researchers with other substantive interests to reexamine research in their own problem areas with an eye toward materials development. Learning Materials and ResearchWell-intentioned educators and curriculum specialists have made many suggestions as to how to modify materials. One need only peruse any of a number of methods textbooks in language arts in order to generate a lengthy list of comments M. Pressley about how to prepare materials. Despite this large volume of suggestions, and even though publishers are constantly revising materials that are presented to children (e.g., Willows, Borwick, & Hayvren, 1981), evidence that materials modifications positively affect children's learning is scant (e.g., Levin & Pressley, 1981;Pressley, Levin, Kuiper, Bryant, & Michener, 1982). The research literature that does exist does little to inspire confidence in the wisdom of the armchair educator-analysts. For instance, many classroom tried and true vocabulary-learning techniques are no more effective than what learners do spontaneously (Levin, McCormick, Miller, Berry, & Pressley, 1982;Pressley, Levin, Kuiper, Bryant, & Michener, 1982). Moreover, in these same studies it has been demonstrated that techniques derived from conventional wisdom are impotent compared to alternatives based on cognitive learning approaches to vocabulary instruction. Such empirical failures reinforce the impression that many materials recommendations in the curriculum literature are probably wrong.That would not be so bad if children's learning of meaningful materials were proceeding smoothly. For readers uninitiated into the deficiencies evidenced and problem...

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Section: Discussionmentioning

confidence: 99%

Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Research

Pressley¹

1983

Springer Series in Cognitive Development

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“…Most mnemonics research in Western cultures has focused'on visual-imagery mnemonics (Higbee, 1979) and would be relevant to Yadai to the extent that Nakane's verbal mediators were high in imagery value. Visual imagery has been found to help the performance of kindergarten children in the United States on difficult addition problems (Grunau, 1978).…”

Section: Some Questions For Researchmentioning

confidence: 99%

Cross-Cultural Applications of Yodai Mnemonics in Education

Higbee

1985

Educational Psychologist

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Recent Research on Visual Mnemonics: Historical Roots and Educational Fruits

Higbee

1979

Review of Educational Research

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A few empirical studies of mnemonics were conducted in the late 1800’s and early 1900’s. Then, very little research was done until the 1960’s, when a revived research interest in mnemonics accompanied the return of cognitive processes as a legitimate area of research. Virtually all of the experimental research on mnemonics has been conducted since 1965, and most of that since 1970. Research on visual-imagery mnemonic techniques in the 1970’s is compared with research in the late 1800’s and early 1900’s, showing that the roots of much “recent” research can be traced back at least a century. Finally, some of the fruits yielded by recent research on mnemonics, in terms of practical implications for education, are described.

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Effects of elaborative prompt condition and developmental level on the performance of addition problems by kindergarten children.

Cited by 3 publications

References 26 publications

Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Research

Making Meaningful Materials Easier to Learn: Lessons from Cognitive Strategy Research

Cross-Cultural Applications of Yodai Mnemonics in Education

Recent Research on Visual Mnemonics: Historical Roots and Educational Fruits

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