Preventing interference: Reordering complexity in the learning of new concepts.

Autor/inn/en	Ziegler, Esther; Edelsbrunner, Peter A.; Star, Jon R.
Titel	Preventing interference: Reordering complexity in the learning of new concepts.
Quelle	In: Journal of educational psychology, 111 (2019) 7, S. 1202-1219Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000347
Schlagwörter	Begriffsbildung; Kognitiver Prozess; Lernen; Lehrmethode; Algebra; Mathematik; Mathematikunterricht; Interferenz
Abstract	Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical order influences learning and retention. A total of 138 sixth graders were introduced to algebraic expression simplification. In algebra, addition of terms is usually introduced before multiplication of terms. However, the concept of addition appears to be structurally more complex than the concept of multiplication. Two experimental conditions in which algebraic multiplication was either introduced first, or both concepts simultaneously, caused substantially stronger learning gains and better retention compared with a third condition with the more typical order. Contrasted presentation of both concepts performed best, with strongest and most stable learning gains. Presenting multiplication first led to comparable gains on addition problems, but to lower achievement on multiplication problems in the longer delay. These findings suggest a rethinking of introduction orders in algebra and beyond. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2020/4