Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability

Lan, William Y.; Repman, Judi; Chyung, Seung Youn

doi:10.1080/00220979809598343

Cited by 11 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In contrast, the good problem solvers were more likely to produce justifications after regulations, a pattern that converges with previous studies indicating the cognitive benefits of meta-regulatory activities (e.g., Lan, Repman, & Chyung, 1998;Schauble, 1990). For example, in the context of self-explanation, Chi et al ( 1989) found that successful learners more frequently elaborated on the application conditions and the goals of operators.…”

Section: Discussionsupporting

confidence: 64%

Patterns of Verbal Mediation During Problem Solving: A Sequential Analysis of Self-Explanation

Neuman

Leibowitz

Schwarz

2000

The Journal of Experimental Education

View full text Add to dashboard Cite

The explanations that participants give themselves (self-explanations) while learning or solving problems have been shown to be positively associated with various performance measures. The major aim of this study was to identify patterns of self-explanation that distinguish between good and poor problem solvers. Thirtytwo Grade 9 students were asked to solve 3 mixture problems-1 warm-up problem and 2 test problems-while thinking aloud. The problem-solving process was videotaped, protocols were transcribed, and 5 content categories were identified. Through a sequential analysis, patterns of self-explanation that differentiate between good and poor problem solvers were identified. THE NOTION THAT THOUGHT is mediated by language has been the sine qua non of sociocultural (Vygotskian) psychology. According to Vygotsky and his followers (Cole, 1996;John-Steiner & Mahn, 1996;Vygotsky, 1978; Wertsch, 199 l), one cannot properly comprehend human thought without considering the symbolic systems that mediate it. In that sense, we think through the symbolic systems the culture provides us, with language as the most important symbolic system.One of the major aims of research in learning and instruction has always been to identify strategies that foster learning and problem-solving performance. In that context, it is important to inquire how certain forms of verbal mediation influence our cognitive functioning. One such avenue of inquiry is the way in which explanations students give themselves (self-explanations) during learning or problem solving mediate their performance. Researchers have shown that selfexplanations during learning or problem solving are positively correlated with learning and problem-solving measures (e.g., Chi, Bassok, Lewis, Reimann, & Glaser, 1989;Neuman & Schwarz, 1998). Although self-explanations may be manifested through nonverbal forms of mediation (e.g., by using a graph or table), most studies of self-explanation have focused on the relation between measures of learning and the generation of verbal self-explanations.Self-explanation is not an isolated event but a dynamic process of using language to mediate thought. That is, explanations are generated as a sequence of utterances, and there is good reason to believe that those utterances are somehow connected. The authors of previous studies of self-explanation have ignored the dynamic process of self-explanation; they have used traditional experimental methodology such as regression analysis or factorial design to investigate the relationship between amount of self-explanation and students' performance on learning tasks. Such traditional approaches to the study of self-explanation can be explained on theoretical and methodological levels. On a theoretical level, most studies of self-explanation were conducted with an experimental perspective that emphasized the effect of intervention rather than the examination of a process. In contrast, the sociocultural perspective points to the possible benefits of inquiring into a phenomenon through a microg...

show abstract

Section: Discussionsupporting

confidence: 64%

Patterns of Verbal Mediation During Problem Solving: A Sequential Analysis of Self-Explanation

Neuman

Leibowitz

Schwarz

2000

The Journal of Experimental Education

View full text Add to dashboard Cite

show abstract

“…Again, a limited informationprocessing capacity is probably the reason for the lack of metacognitive gains. According to Lan and Repman (1998) metacognitive instructions too demand an amount of cognitive capacities which may lead to a pernicious competition between metacognitive instructions and other learning processes. This is in line with the theory of utilisation deficiency in which children experience little or no benefit in task performance from the use of a particular strategy (Bjorklund, Miller, Coyle & Slawinsky, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…Within the scientific thinking domain, research has repeatedly demonstrated that metacognitive support improves performance (Beishuizen, Wilhelm, & Schimmel, 2004;Lan & Repman, 1998;White & Frederiksen, 1998;Wilhelm, Beishuizen, & Van Rijn, 2005;Zion, Michalsky, & Mevarech, 2005). For instance, White and Frederiksen (1998) investigated whether students from grades 7 and 9 benefitted from learning the inquiry cycle.…”

Section: Figurementioning

confidence: 99%

Are fourth and fifth grade children better scientists through metacognitive learning?

Dejonckheere¹,

Keere²,

Tallir³

2017

EJREP

View full text Add to dashboard Cite

show abstract

“…Singer and Cauraugh (1985) and Zimmerman (1998) suggest that learners should limit self-monitoring to key processes and outcomes when performing complex tasks. Others (Lan et al, 1998;Winne, 1995) suggest that learners practice self-monitoring strategies to an automatic level, a process called automatization or routinization, to reduce the demand of the self-monitoring process on working memory capacity. Based on the findings of the present study, we would like to suggest another practical way to help students with self-monitoring when engaged in difficult tasks.…”

Section: Effects Of Task Importance On Use Of Self-monitoring Strategiesmentioning

confidence: 99%

“…By providing a protocol which helped graduate students to record the amount of time they spent in learning important concepts in a statistics course and monitor their understanding of the concepts, researchers (Lan, 1996;Lan, Bradley, & Parr, 1993) improved students' academic performance on course examinations and use of learning strategies in the class. Lan, Repman, and Chyung (1998) also found that displaying a diagram of a problem-solving procedure on computer screens or asking a series of questions to lead students through the procedure step-by-step improved college students' knowledge retention and problem-solving performance.…”

mentioning

confidence: 96%

Self‐monitoring and its relationship with educational level and task importance

Lan

2005

Educational Psychology

View full text Add to dashboard Cite

Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability

Cited by 11 publications

References 32 publications

Patterns of Verbal Mediation During Problem Solving: A Sequential Analysis of Self-Explanation

Patterns of Verbal Mediation During Problem Solving: A Sequential Analysis of Self-Explanation

Are fourth and fifth grade children better scientists through metacognitive learning?

Self‐monitoring and its relationship with educational level and task importance

Contact Info

Product

Resources

About