Differential-Associative Processing or Example Elaboration: Which Strategy Is Best for Learning the Definitions of Related and Unrelated Concepts?

Autor/in	Hannon, Brenda
Titel	Differential-Associative Processing or Example Elaboration: Which Strategy Is Best for Learning the Definitions of Related and Unrelated Concepts?
Quelle	In: Learning and Instruction, 22 (2012) 5, S.299-310 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.11.005
Schlagwörter	Definitions; Learning Strategies; Educational Experiments; Cognitive Processes; Comparative Analysis; Instructional Effectiveness; Introductory Courses + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulversuch; Cognitive process; Kognitiver Prozess; Unterrichtserfolg; Einführungskurs
Abstract	Definitions of related concepts (e.g., "genotype-phenotype") are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts ("morpheme-fluid intelligence"), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts. (Contains 4 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10