Rote memorization, understanding, and transfer: an extension of Katona's card-trick experiments.

Hilgard, Ernest R.; Irvine, Robert; Whipple, James E.

doi:10.1037/h0062072

Cited by 36 publications

(21 citation statements)

References 3 publications

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“…To foster problem solving flexibility, we plan to introduce more mixed problem sets in future versions of the software. Rote learning of procedures is associated with poor performance in transfer problems (Hilgard, Irvine, & Whipple, 1953;Paas & Merriënboer, 1994). Due to the fact that each of our participants had practiced a unique sequence of problems, the distance of transfer between the practiced problems and the posttest problems was different for each of them.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice

Schoppek

Tulis

2010

The Journal of Educational Research

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ABSTRACT. The fluency of basic arithmetical operations is a precondition for mathematical problem solving. However, the training of skills plays a minor role in contemporary mathematics instruction. The authors proposed individualization of practice as a means to improve its efficiency, so that the time spent with the training of skills is minimized. As a tool to relieve teachers from the time-consuming tasks of individual diagnosis, selection of problems, and immediate feedback, they developed adaptive training software. The authors evaluated the application of the software in 2 naturalistic studies with 9 third-grade classes. Results show that even a moderate amount of individualized practice was associated with large improvements of arithmetic skills and problem solving, even after a follow-up period of 3 months.

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Section: Discussionmentioning

confidence: 99%

Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice

Schoppek

Tulis

2010

The Journal of Educational Research

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“…According to Kumar and Kogut [19] student feedback suggested that students preferred problem-based learning to rote learning as the latter meant having to sit through long exam sessions answering questions from memory rather than making their own inferences. Hilgard et al [23] also found that students who learn with understanding are able to transfer their knowledge to tasks requiring problem-solving with greater success than those who learn only by rote.…”

Section: Answers To Questions 5 and 6 Question 5 Asked Whethermentioning

confidence: 95%

Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

Wet

Walker

2013

ISRN Education

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Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

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“…It is known as rote learning and defined as the memorization of information based on repetition. Rote memorization has its supporters (Iqbal & Ahmad, 2015;Santrock, 2011) and its opponents (Hilgard, Irvine & Whipple, 1953;Mayer, 1992). This method has both advantages and disadvantages.…”

Section: Rote Learning As An Empowerment Approachmentioning

confidence: 99%

An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK

Alhussain¹

2018

IJEL

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There is a growing demand today to fill the gap in the literature with studies that focus on teaching English to adult refugees who are illiterate or have had interrupted education and no English proficiency. This group has been ignored because ESOL courses are not designed to serve their needs, namely, to be self-reliant and socially integrated. This paper shares my personal experience with six Syrian adult refugees, 2 females and 4 males ranging in age from 26 to 52, with either interrupted elementary education or illiteracy. They had no English language proficiency and could neither speak nor understand English at all. Their first language was Arabic. The rote learning approach was used as an empowerment tool to teach self-reliance in speaking and listening when dealing with these participants’ priority themes. The approach is based on memorization using both repetition and recall. Their remarks of progress towards self-reliance varied due to age and motivational factors. Four participants moved from A0 level to A1+, while the other two reached A2 level. Gaining self-reliance helped them to socially integrate, find a job, and gain greater self-confidence. Results of the study might be useful to teachers who are involved in teaching English to refugees as volunteers and to refugees’ organizations to shift from relying totally on interpretation to rote learning when specifically dealing with this group of refugees.

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Rote memorization, understanding, and transfer: an extension of Katona's card-trick experiments.

Cited by 36 publications

References 3 publications

Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice

Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice

Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

An Empowerment Tool for Teaching English Effectively to Refugees: A Case Study of Syrian Adult Refugees in the UK

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