Relationship between what is remembered and creative problem-solving performance in science learning.

Bromage, Bruce K.; Mayer, Richard E.

doi:10.1037/0022-0663.73.4.451

Cited by 47 publications

(21 citation statements)

References 16 publications

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“…Studies involving the presentation of analogical concrete advance organizers prior to the reading of scientific or technical texts have yielded similar positive results (Bromage and Mayer, 1981;Gabel and Sherwood, 1983;Mayer, 1975Mayer, , 1989bMayer and Bromage, 1980). These studies have demonstrated that concrete analogies may be particularly useful in helping learners understand underlying principles and mechanisms in technical domains.…”

Section: Interdomain Instructional Analogiessupporting

confidence: 55%

Effects of analogical processes on learning and misrepresentation

Zook

1991

Educ Psychol Rev

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Although the facilitative effects of instructional analogies have been welldocumented, research has ignored their potential role in the formation of domain-specific misconceptions. A model for predicting the likelihood of analogical misrepresentation is presented. The model assumes that two factors interact to influence the potential for misrepresentation: locus of generation (learner-generated or teacher-generated) and component analogical process (selection or mapping). The research reviewed provides support for the model's predictions that (a) selection difficulties increase the potential for misrepresentation under learner-generated conditions, and (b) mapping difficulties increasethe potential for misrepresentation under teacher-generated conditions. Application of research findings with proportional analogies and analogical problem-solving to a systematic investigation of the effects of instructional and elaborative analogies is recommended.

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Section: Interdomain Instructional Analogiessupporting

confidence: 55%

Effects of analogical processes on learning and misrepresentation

Zook

1991

Educ Psychol Rev

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“…According to Mayer (1985), the number of explanatory propositions in free recall is a sensitive measure of depth of integration of subject matter into existing knowledge structures. Bromage and Mayer (1981), for instance, report a correlation of.59 between the number of explanatory propositions in the recall of a text and performance on a problem-solving test on which subjects had to apply knowledge acquired from that text. They suggest that the better problem solvers had constructed a representation of the information that was better integrated with their previous knowledge of the subject.…”

Section: Instructional Methods Aimed At Integrationmentioning

confidence: 99%

Explanatory models in the processing of science text: The role of prior knowledge activation through small-group discussion.

Schmidt

Volder

Grave

et al. 1989

Journal of Educational Psychology

160

124

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Two experiments assessed effects of activation of prior knowledge through small-group discussion. Subjects were given a description of natural phenomena and were asked to elaborate on possible explanations for them. In Experiment 1, small groups of subjects were presented with a problem describing the behavior of a blood cell in pure water and in a salt solution. No additional text was studied. The experimental subjects produced more than twice as many propositions about osmosis (i.e. the biological process explaining the blood cell's behavior) as a control group produced. Experiment 2 investigated effects of problem analysis on subsequent text processing for subjects with imprecise prior knowledge (novices) and subjects with precise knowledge (experts). Recall of the text showed considerable facilitative effects of problem analysis. Results are explained in terms of faster accessibility of prior knowledge and better integration of new information into explanatory models that may exist before, or are actively constructed during, problem analysis.

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“…To what extent learners succeed in this task largely depends on the proper allocation of attention (Gaddy et al 2001). In general, learners frequently do not possess adequate knowledge to discriminate relevant from irrelevant information and, therefore, may be at risk of focusing on non-essential information or draw inaccurate conclusions (Bromage Mayer 1981;Graesser 1981). For example, learners who are unfamiliar with the subject matter may find it difficult to identify the main themes in a text or select the relevant elements in a picture.…”

Section: Guiding Attention To Essential Informationmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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Relationship between what is remembered and creative problem-solving performance in science learning.

Cited by 47 publications

References 16 publications

Effects of analogical processes on learning and misrepresentation

Effects of analogical processes on learning and misrepresentation

Explanatory models in the processing of science text: The role of prior knowledge activation through small-group discussion.

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

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