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1.
Virginia Clinton Martha W. Alibali Mitchell J. Nathan 《Journal of Experimental Education》2016,84(3):579-599
To learn from a text, students must make meaningful connections among related ideas in that text. This study examined the effectiveness of two methods of improving connections—elaborative interrogation and diagrams—in written lessons about posterior probability. Undergraduate students (N = 198) read a lesson in one of three questioning conditions (read twice, embedded questioning, and elaborative interrogation) and one of three diagram conditions (text only, diagram without redundant text, and diagram with redundant text). Elaborative interrogation negatively affected learning from the lesson, relative to reading the lesson twice. One possible explanation for this finding is that the quality of answers to the elaborative interrogations was poor. When the lesson was read twice, diagrams helped learning from the lesson relative to text only. Implications of these findings for instruction in probabilistic reasoning are discussed. 相似文献
2.
EILEEN WOOD ALISON GROVES SHIRLIANA BRUCE TEENA WILLOUGHBY SERGE DESMARAIS 《教育心理学》2003,23(2):169-180
The present study investigated whether learners would spontaneously draw upon stereotypic prior knowledge when asked to learn factual information about men and/or women while using the elaborative interrogation strategy. The 120 participants (60 male and 60 female) studied 30 facts about men, women or a combination of men and women. Overall, memory for facts about men and women was equivalent; however, elaborations about women contained more stereotypic information than those about men. In cases where stereotypes clarified the relationships within facts, performance improved. Although the themes focussed on many negative stereotypes about women, given the prevalence of stereotypic information, there were benefits from utilising this knowledge. The implications of learners using stereotypic information is discussed. 相似文献
3.
Scientists frequently construct explanatory models based on information they read about scientific phenomena. Modeling is a complex task involving reasoning about what information from multiple texts, including verbal and visual representations, is task-relevant and how it relates to the model. In this study, ninth graders were randomly assigned to a text-based modeling task with or without an instructional tool designed to support selection and elaborative processing of relevant information. Participants completed prompted self-explanation protocols during the modeling task and a learning task afterward. Participants with the instructional tool demonstrated better model construction and learning. Self-explanation analyses indicated more elaborative processing of relevant information for those with the tool. Elaboration of relevant information significantly mediated the instructional tool effect, indicating that it is not the tool, but the forms of processing that it encouraged, that underlies better model construction and learning. Implications for science literacy instruction are discussed. 相似文献
4.
We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty‐nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non‐evaluativist epistemic beliefs in science. Participants were randomly assigned to receive a traditional or refutational text that discussed a misconception in evolution and a general comprehension or elaborative interrogation reading goal. Participants' cognitive and metacognitive processes while reading were measured using a think‐aloud protocol. Postreading, participants' correct and incorrect conceptual knowledge were separately assessed with a transference essay. Results showed that text structure and reading goals affected cognitive conflict, coherence‐building and elaborative processing while reading and promoted correct conceptual knowledge included in essays but failed to affect the inclusion of misconceptions. Further, participants with evaluativist epistemic beliefs engaged in fewer comprehension monitoring processes and were more likely to adapt their coherence‐building processes according to reading goals than their non‐evaluativist counterparts, but epistemic belief groups did not differ in the content of the posttest essay. Theoretical and educational implications of these findings are discussed. 相似文献
5.
Despite the heavy reliance on textbooks in college courses, research indicates that college students enrolled in first‐year science courses are not proficient at comprehending informational text. The present study investigated a reading comprehension questioning strategy with origins in clinical research based in elaboration interrogation theory, which outlines how to encourage readers to recall relevant background knowledge while reading text materials. The theory suggests that the strategy increases the likelihood that readers will integrate what they read with what they know to make new knowledge. The setting for the study more closely resembled classroom conditions compared to similar studies in the past. Unlike previous studies on reading comprehension, students read a challenging passage from the textbook used in a science course in which they were enrolled. In addition, the text was longer than that used in clinical research. The college students (n = 294) in this study were randomly assigned to either a questioning strategy treatment or a rereading placebo‐control. While reading, treatment students were presented with statements taken from regular intervals in their textbook (about every 150 words) and asked a simple why question about each of these statements. Significant differences were found favoring elaborative interrogation theory and its question strategy treatment over the placebo‐control in terms of science comprehension even after significant estimated predictors of prior knowledge and verbal ability were statistically controlled or accounted for by removing the statistical contributions of these predictors to the main effects. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 363–379, 2010 相似文献
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Megan A. Sumeracki Yana Weinstein-Jones Cynthia L. Nebel Shelly J. Schmidt 《Journal of Food Science Education》2019,18(3):59-66
For several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition. 相似文献
8.
《Exceptionality》2013,21(1):53-57
For over a decade, we have been interested in the acquisition and maintenance of verbal associations by students with mild disabilities, including learning disabil- ities (LD), mild mental retardation, and behavioral disorders or emotional disturbance. We have felt that failure to make important cognitive "connections" between already known and to-be-learned information was a primary character- istic of students referred to special education. In this reflection piece, we describe how we think both mnemonic strategies and elaborative interrogation address this problem. 相似文献
9.
《Contemporary educational psychology》1988,13(3):206-220
The memory performance of 7th- and 11th-grade students was examined as a function of instructional conditions on two different cued recall tasks. In addition, several metamemory measures were obtained to examine the relationship between metamemory and actual performance during adolescence. Seventh-grade students performed better with elaborative prompting instructions on the more difficult cued recall task. Eleventh-grade students, however, performed better with control instructions than with repetition instructions for both tasks, and performed as well as those with elaboration instructions on the less difficult list. On the more difficult list, those students with elaboration instructions recalled more nouns than those with control instructions. Eleventh-grade students also appeared to be more accurate in their prediction of performance, reported more elaboration-type strategies, and appeared to have more knowledge of memory variables than did 7th-grade students. 相似文献
10.
《Community College Journal of Research & Practice》2013,37(8):699-709
The study reported in this article explored the association between students' epistemological beliefs and learning processes. Schommer's theory of epistemological beliefs has 12 components (e.g., seek single answers, avoid integration, learn the first time) that form four factors (Fixed Ability, Certain Knowledge, Simple Knowledge, and Quick Learning). Schmeck and colleagues argue for multiple routes to academic achievement through Deep, Elaborative, and Agentic processing. The authors predicted that relationships among Schommer's four factors and Schmeck's Deep Processing, Elaborative Processing, and Agentic Processing would be observed. Results indicate that there are relationships between belief in Fixed Ability and Agentic, Deep, and Elaborative Processing and the belief in Simple Knowledge and Agentic Processing. The implication of the study is students' epistemological beliefs impact their learning processes, which may impact their engagement and performance. 相似文献
11.
Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education. 相似文献
12.
Relevance and Goal-Focusing in Text Processing 总被引：1，自引：0，他引：1
This article reviews the role of relevance in text processing. It argues that relevance instructions provided by instructors
and texts help readers identify text segments that are germane to a reading goal. A taxonomy of relevance instructions is
presented and four basic types of relevance manipulations are considered (i.e., targeted segments, elaborative interrogation,
perspective, and purpose). This article also describes a four-stage goal-focusing model to explain how relevance affects attention
allocation and text understanding. Directions for future research and educational implications are also discussed. 相似文献
13.
侦查讯问是获取犯罪嫌疑人口供、查明案件事实的一种重要手段。传统认为侦查讯问具有三方面的价值：提供案件线索;作为诉讼证据;附带价值。可是过分夸大讯问实体价值会带来一系列的危害,在提倡保障人权和追求程序正义的今天,我们应对讯问的价值进行重新认识,力争在实体价值和程序价值之间寻找一种平衡。 相似文献
14.
Erin A. Jant Catherine A. Haden David H. Uttal Elizabeth Babcock 《Child development》2014,85(5):2029-2045
The effects of parent–child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy‐eight children (Mage = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative questions about exhibit objects, the physical objects themselves, both, or neither, before their exhibit visits. Dyads who received the cards engaged in more elaborative talk and joint nonverbal activities with objects in the first exhibit than those who did not. Dyads who received objects engaged in the most parent–child joint talk. Results also illustrate transfer of information across exhibits and from museum to home. Implications for understanding mechanisms of informal learning and transfer are discussed. 相似文献
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In the current work, we examined learners’ comprehension when engaged with elaborative processing strategies. In Experiment
1, we randomly assigned students to one of five elaborative processing conditions and addressed differences in learners’ lower-
and higher-order learning outcomes and ability to employ elaborative strategies. Findings indicated no significant differences
among conditions on learning outcomes. However, learners better able to employ elaborative processing strategies performed
better on outcome measures. Experiment 2 extended this research and addressed whether there would be differences across elaborative
processing conditions in learners’ comprehension at delayed testing. We also examined the role of motivation in performance
and strategy use. Findings indicated no differences on the outcome measures at delayed testing; however, there were significant
differences in learners’ performance on an integration outcome at immediate testing. In addition, significant positive correlations
were indicated for several outcome measures, strategy use and mastery orientation. Future research should further consider
instructional scaffolds to promote learners’ strategic processing and critical individual difference variables as they effect
elaborative processing. 相似文献
17.
Elin K. L. Reikerås 《欧洲特需教育杂志》2013,28(3):233-250
The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance 相似文献
18.
Elspeth Mckay 《教育心理学》1999,19(4):471-487
ABSTRACT The effect of instructional materials enhanced with textual metaphors versus graphical metaphors was investigated. In the text‐plus‐textual metaphor material, the learning content described computer programming logic patterns (i.e. sequence, selection and repetition control structures) in a generic text format, followed by expository examples in the form of textual metaphors. The text‐plus‐graphical metaphor material consisted of the generic text instruction with the expository examples replaced by graphical metaphors (pictures). A total of 37 adult learners attended one lecture and two tutorials to learn how to write programming algorithms. All of the participants completed Riding and Cheema's (1991) Cognitive Styles Analysis (CSA) to measure their position on two cognitive style dimensions: Wholist‐Analytic and Verbal‐Imagery. The participants were paired based on their similar CSA ratios. One participant from each pair was given the text‐plus‐textual metaphor treatment, while the other was given the text‐plus‐graphical metaphor treatment. The treatment groups were controlled for instructional format and cognitive style. These independent variables were used to test for their effect on learning abstract computer programming concepts. Performance, as measured by the difference between pre‐test and post‐test scores, was analysed using statistical means and the QUEST probability analysis program. Both methods show that graphical metaphors improve participants’ performance. They also show that the best performance is achieved by Verbalisers, given the graphical metaphor instructional material. 相似文献
19.
Greg Roberts Nancy Scammacca David J. Osman Colby Hall Sarojani S. Mohammed Sharon Vaughn 《Educational Psychology Review》2014,26(3):451-468
Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, Journal of Experimental Psychology: General 138(4):469–485, 2009)—successful learners use metacognitive elaborative rehearsal to process and make sense of incoming information even in the absence of structured opportunities or instructional prompts for elaborating. Levels of processing and cognitive load theories suggest that students in PACT classrooms may outperform students in comparison classes because PACT engages and supports deep cognitive processing (via elaboration and discussion) at the time of learning, allowing participants to better conserve and more consistently reallocate cognitive and metacognitive resources (compared to students in the non-treated group) for encoding content. In other words, PACT may moderate the relationship of metacognitive elaborative rehearsal and content retrieval. Extant data from years 1 (n?=?419) and 2 (n?=?704) of the PACT/RFU project suggests such an effect. As hypothesized, there were no mean differences in reported metacognitive rehearsal use across the groups because metacognitive elaborative rehearsal was not taught. However, regression coefficients for content recall on metacognitive elaboration were greater in the treatment group in both samples suggesting that an instructional emphasis on deep processing leads to better content recall. The findings are discussed in the context of the Common Core State Standards and the large-scale testing programs in place currently across the USA. 相似文献
20.
Prior beliefs often bias the comprehension of multiple science-related texts such that belief-consistent texts are better comprehended compared to belief-inconsistent texts (text-belief consistency effect). Two experiments were conducted to investigate whether a metacognitive strategy training focusing on belief-biasing validation processes can reduce the text-belief consistency effect in multiple text comprehension. Participants in the control condition received the PQ4R training as a well-situated and effective reading skill training that increases receptive elaborative processing. In Experiment 1 (n = 39) and Experiment 2 (n = 53) participants receiving a metacognitive strategy training achieved a similar level of comprehension of belief-consistent and belief-inconsistent texts, whereas a text-belief consistency effect was found in the PQ4R condition. These results indicate that a training focusing on belief-biasing validation processes prepare readers for the challenges to comprehend belief-relevant multiple texts, whereas strategies that foster receptive processing of information are not sufficient in the context of controversially discussed topics. 相似文献