Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwaighofer, Matthias; Bühner, Markus; Fischer, Frank |
|---|---|
| Titel | Executive functions as moderators of the worked example effect: When shifting is more important than working memory capacity. |
| Quelle | In: Journal of educational psychology, 108 (2016) 7, S. 982-1000Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Intelligenz (Psy); Kognitive Kompetenz; Kurzzeitgedächtnis; Prozedurales Wissen; Lehrmethode; Informationsverarbeitung |
| Abstract | Examined the roles of fluid intelligence and two executive functions, working-memory capacity and shifting, during knowledge acquisition in the presence or absence of worked examples. Worked examples have proved to be effective for knowledge acquisition compared with problem solving, particularly when prior knowledge is low (e.g., S. Kalyuga, 2007). It is hypothesized that executive functions and fluid intelligence might be potential moderators of the effectiveness of worked examples. 76 college students (mean age 24 years) learned to solve statistical problems either with worked examples or through problem solving (the absence of worked examples). Results show that shifting and fluid intelligence (Intelligenz-Struktur-Batterie, INSBAT), but not prior knowledge and working-memory capacity, moderated the effect of the presence of worked examples on knowledge acquisition. The higher shifting ability and fluid intelligence were, the lower was the benefit of worked examples compared with problem solving. Learning environments did not differ with respect to cognitive load (Paas Cognitive Load scale, PCLS), and cognitive load was not correlated with working-memory capacity, but it was correlated with fluid intelligence. It is concluded that other important cognitive functions, such as shifting and fluid intelligence, might be more important than prior knowledge or working memory when worked examples are compared with problem solving. Directions for future research are discussed, particularly regarding whether the relative contribution of the different functions is likely to depend on the characteristics of the respective tasks - that is, whether a task puts a high or low demand on these cognitive functions. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2018/1 |
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