Which Technique is most Effective for Learning Declarative Concepts—Provided Examples, Generated Examples, or Both?

Zamary, Amanda; Rawson, Katherine A.

doi:10.1007/s10648-016-9396-9

Cited by 18 publications

(15 citation statements)

References 47 publications

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“…The late development of analogical reasoning abilities (e.g., Richland et al, 2006) can then explain why, on average, children did not meet the cognitive requirements to utilize examples as effectively as adults. Although it has been argued before that analogical reasoning might underlie the successful use of examples (Zamary & Rawson, 2018), to our knowledge, this is the first study that explicitly tested the moderating effect of analogical reasoning abilities for the effectiveness of examplebased learning. While the correlational results clearly do not allow to infer a causal relation between analogical reasoning and example-based learning, they are a good starting point for future research to test their causal relation via intervention studies.…”

Section: Discussionmentioning

confidence: 95%

“…Unlike previous research, the present study tested example generation not as a means of learning declarative concepts (e.g., Rawson & Dunlosky, 2016; Zamary & Rawson, 2018), but as a means of learning isolated facts. Thus, in our study, the primary purpose of the examples was not to make sense of an abstract concept but to associate the new information with a self‐generated retrieval cue, which has been shown to aid recall (Greenwald & Banaji, 1989).…”

Section: Discussionmentioning

confidence: 99%

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Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

Breitwieser

Brod

2020

Child Development

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This study examined age-related differences in the effectiveness of two generative learning strategies (GLSs). Twenty-five children aged 9-11 and 25 university students aged 17-29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age 9 Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example-based learning correlated with children's analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age. Garvin Brod was supported by a Jacobs Foundation Early Career Research Fellowship. This study was preregistered on the Open Science Framework. All data and materials, along with analysis scripts, have been made publicly available and can be accessed at https://osf.io/e4h9n/?view_only=37f9109f122b42 faaec678796b225037. We thank Freya Moßig and Manuel Lieb for their help in collecting the data and Silvia Bunge for valuable discussions. Open access funding enabled and organized by Projekt DEAL.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

Breitwieser

Brod

2020

Child Development

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“…In a recent study, for each concept that was learned, students either received four examples, generated four examples, or received two examples and generated two examples. Across two experiments, the results indicated that concept learning was better for provided examples (Zamary and Rawson, 2018).…”

Section: Concrete Examplesmentioning

confidence: 99%

Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom

Davidesco

Milne

2019

LSE

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Cognitive science research on learning and instruction is often not directly connected to discipline-based research. In an effort to narrow this gap, this essay integrates research from both fields on five learning and instruction strategies: active retrieval, distributed (spaced) learning, dual coding, concrete examples, and feedback and assessment. These strategies can significantly enhance the effectiveness of science instruction, but they typically do not find their way into the undergraduate classroom. The implementation of these strategies is illustrated through an undergraduate science course for nonmajors called Science in Our Lives. This course provides students with opportunities to use scientific information to solve real-world problems and view science as part of everyday life.

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“…Die Empfehlung, mehrere Beispiele in Erklärungen zu präsentieren, verdeutlicht, dass Schülerinnen und Schüler nicht sofort ihr neu erworbenes Wissen anwenden sollten. So fanden Zamary und Rawson ( 2018 ), dass Lernende, die nach einer Einführung von Konzepten Beispiele zu diesen Konzepten generieren sollten, im Vergleich zu Lernenden, die nach einer Einführung von Konzepten Beispiele zu diesen Konzepten erhielten, einen geringeren Lernerfolg aufwiesen. Auch wenn es um den Erwerb von Wissen über Prozeduren geht, weist die Forschung darauf hin, dass Lernende nicht zu früh eigenständig Aufgaben bearbeiten sollten.…”

Section: Guter Unterricht Unter Pandemiebedingungen: Erkenntnisse Ausunclassified

Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung

Voss

Wittwer

2020

Unterrichtswiss

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Zusammenfassung Die Corona-Pandemie führte infolge der Schulschließungen zu einer Ausnahmesituation, die Lehrkräfte vor neue und unvorhersehbare Herausforderungen stellte. In diesem Artikel führen wir die Unterrichts- und Instruktionsforschung zusammen, um die Frage zu beantworten, wie es Lehrkräften trotz der Einschränkungen einer Pandemie gelingen kann, erfolgreichen Unterricht umzusetzen. Erstens stellen wir die Nachteile einer ausschließlichen Betrachtung der Sichtstrukturen für die Diskussion über guten Unterricht unter Pandemiebedingungen vor. Zweitens zeigen wir auf der Grundlage von Tiefenstrukturen die Herausforderungen einer Pandemie für die Gestaltung eines lernförderlichen Unterrichts im Sinne der kognitiven Aktivierung, konstruktiven Unterstützung und Effizienz des Klassenmanagements auf. Drittens konkretisieren wir anhand von Lehr-Lern-Elementen, wie Lehrkräfte auf der Grundlage von Lernzielen das Lernen von Schülerinnen und Schülern unter Pandemiebedingungen hinsichtlich Motivierung, Vermittlung, Weiterverarbeitung, Üben, Transfer und Rückmeldung fördern können. Dabei gehen wir auch auf die besondere Rolle der elterlichen Unterstützung ein. Viertens leiten wir Empfehlungen für das Unterrichten unter Pandemiebedingen ab und diskutieren, wie die Corona-Pandemie als Chance begriffen werden kann, um neue Erkenntnisse über die Gestaltung individuellen Lernens zu erhalten, die auch zukünftigen Unterricht bereichern können.

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Which Technique is most Effective for Learning Declarative Concepts—Provided Examples, Generated Examples, or Both?

Cited by 18 publications

References 47 publications

Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective Than Others

Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom

Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung

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