Learning and Retention: A Comparison Between Programmed and Discovery Learning at Two Age Levels

Jamieson, G. H.

doi:10.1080/1355800710080104

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Some studies have reported that age does not interact with delay in terms of performance quality (e.g., Charness & Campbell, 1988; Hulicka & Weiss, 1965; Hultsch & Dixon, 1983; Hultsch, Hertzog, & Dixon, 1984; Meyer, Young, & Bartlett, 1989; Salthouse & Somberg, 1982). Other studies have found that performance disproportionately degrades over the delay interval for older adults compared to young adults (e.g., Cohen & Faulkner, 1984; Harwood & Naylor, 1969; Hulicka & Rust, 1964; Jamieson, 1971; Park, Royal, Dudley, & Morell, 1988). One potential explanation for the inconsistent findings may be different learning (in either degree or kind) between young and old adults on the target task.…”

Section: Age-related Retention Performancementioning

confidence: 88%

“…. Other studies have found that performance disproportionately degrades over the delay interval for older adults compared to young adults (e.g., Cohen & Faulkner, 1984;Harwood & Naylor, 1969;Hulicka & Rust, 1964;Jamieson, 1971;Park, Royal, Dudley, & Morell, 1988). One potential explanation for the inconsistent findings may be different learning (in either degree or kind) between young and old adults on the target task.…”

mentioning

confidence: 93%

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Long-term retention of skilled visual search: Do young adults retain more than old adults?

Fisk¹,

Hertzog²,

Lee³

et al. 1994

Psychology and Aging

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Young and old Ss received extensive consistent-mapping visual search practice (3,000 trials). The Ss returned to the laboratory following a 16-month retention interval. Retention of skilled visual search was assessed using the trained stimuli (assessment of retention of stimulus-specific learning) and using new stimuli (assessment of retention of task-specific learning). All Ss, regardless of age group, demonstrated impressive retention. However, age-related retention differences favoring the young were observed when retention of stimulus-specific learning was assessed. No age-related retention differences were observed when task-specific learning was assessed. The data suggest that age-related retention capabilities depend on the type of learning assessed.

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Section: Age-related Retention Performancementioning

confidence: 88%

mentioning

confidence: 93%

Long-term retention of skilled visual search: Do young adults retain more than old adults?

Fisk¹,

Hertzog²,

Lee³

et al. 1994

Psychology and Aging

View full text Add to dashboard Cite

show abstract

“…There are: 1) studying and solving problems in the field of information teaching, 2) integrating it, and generalizing it; 3) student-centric. The Discovery Learning model is very suitable for students who have high motivation in learning (Jamieson, 1970(Jamieson, , 1971Zamroni et al, 2020). Discovery Learning is also believed to be an effective method for learning motor skills, anticipation, and cognitive (Dixon, 1973).…”

Section: Introductionmentioning

confidence: 99%

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

2022

pegegog

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This study aims to determine the effect of the jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes, Message Design courses for students. This study used a quasi-experimental research design with a 2 x 2 factorial design. The data in testing this hypothesis used Descriptive Statistical Analysis and ANOVA (analysis of variance) based on a 2X2 or two-way factorial design. The null hypothesis was tested at a significance level of 5% (α = 0.05). Thus the jigsaw type collaborative learning model has advantages over the discovery learning model in achieving learning disciplines on learning outcomes message design course. The interaction between jigsaw type collaborative learning model vs discovery learning model and learning discipline on learning outcomes. Learning outcomes varied between groups of students who were taught using the collective learning model and groups of students who were taught using the exploratory model, different results were obtained. Learning outcomes varied between groups of students with high levels of learning discipline and groups of students with low levels of learning discipline. Therefore, educational institutions are expected to make policies to improve the quality of learning, especially in developing a more student-oriented learning model or better known as studentcentered learning. Especially in the message design course.

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“…They also suggest that intermediate grade students, preadolescent, cannot be assumed to have adequate contextual skills. In some studies meant to track the effect of discovery learning on retention, it is noted that age is probably more important in considering retention than learning mode (Jamieson, 1971;O'Brien & Shapiro, 1977).…”

Section: The Nature Of the Learnermentioning

confidence: 99%

The Role of Hypermedia in Education

Heller

1990

Journal of Research on Computing in Education

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Learning and Retention: A Comparison Between Programmed and Discovery Learning at Two Age Levels

Cited by 4 publications

References 11 publications

Long-term retention of skilled visual search: Do young adults retain more than old adults?

Long-term retention of skilled visual search: Do young adults retain more than old adults?

The influence of types of collaborative learning models jigsaw vs discovery learning model and learning discipline on learning results

The Role of Hypermedia in Education

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