Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

Autor/inn/en	Lachner, Andreas; Nückles, Matthias
Titel	Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning. Gefälligkeitsübersetzung: Verstört durch die Abstraktheit oder gebannt durch die Kohäsion? Verbessertes Tiefenlernen von Laien durch Erklärungen von Experten.
Quelle	In: Journal of Experimental Psychology, 21 (2015) 1, S. 101-115Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1076-898X
Schlagwörter	Wissen; Lehrer; Lernen; Unterrichtsmedien; Humanmedizin; Hochschullehrer; Effizienz; Erfahrungsniveau; Verständnis; Student
Abstract	Investigated how student learning is affected by experts' vs. intermediates' explanations of subject matter, and the role of abstractness and cohesion during explanations. Two studies with a total sample of 166 beginning medical students were conducted. Following presentation of a fictitious medical case description, subjects then read subject matter explanations prepared by either an expert or a knowledgeable intermediate. Subjects were subsequently tested on their knowledge and also provided ratings on explanation comprehensibility. Explanations varied in abstractness and cohesion. Results replicated prior findings that students were better able to learn from expert explanations. Better cohesion in expert explanations was found to be responsible for most of the knowledge transfer, but abstractness did not affect this. In addition, subjects presented with expert explanations were found to actively self-regulate their learning processing at a deeper level, while subjects presented with intermediates' explanations often paraphrased the explanations, indicating shallower learning. The authors conclude that subject-matter expertise is important for creating highly cohesive explanations that ultimately result in better student learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3