When generating a prediction boosts learning. The element of surprise.

Autor/inn/en	Brod, Garvin; Hasselhorn, Marcus; Bunge, Silvia
Titel	When generating a prediction boosts learning. The element of surprise.
Quelle	In: Learning and instruction, (2018) 55, S. 22-31Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2018.01.013
URN	urn:nbn:de:0111-pedocs-161029
Schlagwörter	Erwartung; Gedächtnis; Kognitiver Prozess; Leistungsfähigkeit; Verhalten; Erwartung; Fußball; Gedächtnis; Geografie; Leistungsfähigkeit; Lernen; Prognose; Verhalten; Kognitiver Prozess; Informationsverarbeitung; Wirkung; Wissenserwerb; Feedback; Lernen; Wissenserwerb; Geografie; Messverfahren; Fußball; Prognose; Wirkung; Informationsverarbeitung
Abstract	Using both behavioral and eye-tracking methodology, we tested whether and how asking students to generate predictions is an efficient technique to improve learning. In particular, we designed two tasks to test whether the surprise induced by outcomes that violate expectations enhances learning. Data from the first task revealed that asking participants to generate predictions, as compared to making post hoc evaluations, facilitated acquisition of geography knowledge. Pupillometry measurements revealed that expectancy-violating outcomes led to a surprise response only when a prediction was made beforehand, and that the strength of this response was positively related to the amount of learning. Data from the second task demonstrated that making predictions about the outcomes of soccer matches specifically improved memory for expectancy-violating events. These results suggest that a specific benefit of making predictions in learning contexts is that it creates the opportunity for the learner to be surprised. Implications for theory and educational practice are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4