Literaturnachweis - Detailanzeige
| Autor/inn/en | Sana, Faria; Yan, Veronica X.; Kim, Joseph A. |
|---|---|
| Titel | Study Sequence Matters for the Inductive Learning of Cognitive Concepts |
| Quelle | In: Journal of Educational Psychology, 109 (2017) 1, S.84-98 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000119 |
| Schlagwörter | Logical Thinking; Cognitive Structures; Short Term Memory; Mathematical Concepts; Comparative Analysis; Classification; Statistical Analysis; Regression (Statistics); Multiple Regression Analysis; Experiments; Undergraduate Students; College Freshmen; Psychology; Foreign Countries; Cognitive Ability; Mathematics Instruction; Canada |
| Abstract | The sequence in which problems of different concepts are studied during instruction impacts concept learning. For example, several problems of a given concept can be studied together (blocking) or several problems of different concepts can be studied together (interleaving). In the current study, we demonstrate that the 2 sequences impact concept induction differently as they differ in the temporal spacing and the temporal juxtaposition of to-be-learned concept problems, and in the cognitive processes they recruit. Participants studied 6 problems of 3 different statistical concepts, and then were tested on their ability to correctly classify new problems on a final test. Interleaving problems of different to-be-learned concepts, rather than blocking problems by concept, enhanced classification performance, replicating the interleaving effect (Experiment 1). Introducing temporal spacing between successive problems decreased classification performance in the interleaved schedule--consistent with the discriminative-contrast hypothesis that interleaving fosters between-concept comparisons--and increased classification performance in the blocked schedule--consistent with the study-phase retrieval hypothesis that temporal spacing causes forgetting and subsequent retrieval enhances memory (Experiment 2). Temporally juxtaposing problems of concepts 3-at-a-time rather than 1-at-a-time improved overall classification performance, particularly in a blocked schedule--consistent with the commonality-abstraction hypothesis that blocking fosters within-concept comparisons (Experiment 3). All participants also completed a working memory capacity (WMC) task, findings of which suggest that the efficacy of the above study sequences may be related to individual differences in WMC. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
