When Generating Answers Benefits Arithmetic Skill: The Importance of Prior Knowledge

Autor/inn/en	Rittle-Johnson, Bethany; Kmicikewycz, Alexander Oleksij
Titel	When Generating Answers Benefits Arithmetic Skill: The Importance of Prior Knowledge
Quelle	In: Journal of Experimental Child Psychology, 101 (2008) 1, S.75-81 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2008.03.001
Schlagwörter	Prior Learning; Grade 3; Multiplication; Arithmetic; Elementary School Mathematics; Elementary School Students; Calculators; Teaching Methods; Problem Solving; Mathematics Instruction + Suchen Sie Ihr Suchwort? Vorkenntnisse; School year 03; 3. Schuljahr; Schuljahr 03; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Calculator; Rechner; Rechenmaschine; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Mathematics lessons; Mathematikunterricht
Abstract	People remember information better if they generate the information while studying rather than read the information. However, prior research has not investigated whether this generation effect extends to related but unstudied items and has not been conducted in classroom settings. We compared third graders' success on studied and unstudied multiplication problems after they spent a class period generating answers to problems or reading the answers from a calculator. The effect of condition interacted with prior knowledge. Students with low prior knowledge had higher accuracy in the generate condition, but as prior knowledge increased, the advantage of generating answers decreased. The benefits of generating answers may extend to unstudied items and to classroom settings, but only for learners with low prior knowledge. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10