Executive Functions as Moderators of the Worked Example Effect: When Shifting Is More Important than Working Memory Capacity

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.982-1000 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000115
Schlagwörter	Executive Function; Short Term Memory; Intelligence; Knowledge Level; College Students; Problem Solving; Statistics; Prior Learning; Foreign Countries; Pretests Posttests; Intervention; Difficulty Level; Cognitive Processes; Correlation; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Intelligenz; Klugheit; Wissensbasis; Collegestudent; Problemlösen; Statistik; Vorkenntnisse; Ausland; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Korrelation; Statistische Analyse; Deutschland
Abstract	Worked examples have proven to be effective for knowledge acquisition compared with problem solving, particularly when prior knowledge is low (e.g., Kalyuga, 2007). However, in addition to prior knowledge, executive functions and fluid intelligence might be potential moderators of the effectiveness of worked examples. The present study examines the roles of the executive functions of working memory capacity and shifting, as well as the role of fluid intelligence for knowledge acquisition in the presence or absence of worked examples. Seventy-six university students learned to solve statistical problems either with worked examples or through problem solving (the absence of worked examples). Results showed that shifting and fluid intelligence, but not prior knowledge and working memory capacity, moderated the effect of the presence of worked examples on knowledge acquisition. The higher the 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, and cognitive load was not correlated with working memory capacity, but it was correlated with fluid intelligence. These findings suggest 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. Future research can further examine 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01