Cognitive prerequisites for generative learning. Why some learning strategies are more effective than others.

Autor/inn/en	Breitwieser, Jasmin; Brod, Garvin
Titel	Cognitive prerequisites for generative learning. Why some learning strategies are more effective than others.
Quelle	In: Child development, 92 (2021) 1, S. 258-272Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1467-8624
DOI	10.1111/cdev.13393 10.25656/01:25234
URN	urn:nbn:de:0111-pedocs-252348
Schlagwörter	Empirische Untersuchung; Kognition; Lebensalter; Augenbewegung; Deutschland; Frankfurt am Main; Kognition; Lebensalter; Schüler; Student; Bewegungsanalyse; Voraussetzung; Schüler; Lernmethode; Augenbewegung; Bewegungsanalyse; Altersabhängigkeit; Effektivität; Effektivität; Voraussetzung; Student; Deutschland; Frankfurt am Main
Abstract	This study examined age-related differences in the effectiveness of two generative learning strategies (GLSs). Twenty-five children aged 9-11 and 25 university students aged 17-29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example-based learning correlated with children's analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1