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1.
John E. McEneaney 《Instructional Science》2016,44(1):87-106
Instructional technologies critically depend on systematic design and learning hierarchies are a commonly advocated tool for designing instructional sequences. But hierarchies routinely allow numerous sequences and choosing an optimal sequence remains an unsolved problem. This study explores a simulation-based approach to modeling learning hierarchies and the sequencing problem with a special focus on mastery learning over time. Computer simulations of eight hierarchies from the literature address two general questions about hierarchies and sequences: Do different valid instructional sequences for a given hierarchy lead to significant differences in simulated learning outcomes?, and How do hierarchy structures and student ability influence learning? Two findings emerge from the simulations: equally valid instructional sequences can produce widely divergent learning outcomes, and student ability can interact with sequence and hierarchy structure to disadvantage lower-ability learners. The paper concludes with observations on the role of simulations in the analysis and validation of instructional design and large-scale instructional systems. 相似文献
2.
Developing an understanding of the nature of food webs is an important topic in today's biology curricula. The relationships represented in a food web are rule-like in nature. Hence, it should be possible to construct a learning hierarchy for this concept. A hierarchy leading to the ability to determine how a change in the size of one population can affect another population in the same web but not on the same chain was hypothesized. Data from 200 subjects were extremely consistent with the hierarchy. A second major focus related to the identification of specific misconceptions held by subjects for food webs. The need to identify students' misconceptions of important concepts has been expressed widely in the recent science education literature. In the present article, an argument is presented for the usefulness of learning hierarchies in this work. Specific misconceptions and the frequencies of their occurrence are reported. 相似文献
3.
Annie Yeadon-Lee 《Action Learning: Research and Practice》2013,10(1):39-53
This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth interviews that formed part of wider research into set members' perceptions of what makes an effective action learning set. The interviewees were all former students of the researcher and her colleagues. The research draws upon grounded theory as a dominant research paradigm and uses thematic analysis to interpret the research findings. The findings of the research serve to simply illustrate that there is the potential for a variety of differing hierarchies to exist in an action learning set at any one time. Some of the hierarchies may exist for the full duration of the set; others are somewhat ephemeral. The findings from this research also present themselves as points of consideration for academics and practioners who have used or are about to use action learning as a learning vehicle. 相似文献
4.
Three psychometric methods for validating learning hierarchies are applied to one data set derived from responses of grade 10 chemistry students to items representing the skills in a hypothesized hierarchy for the mole concept. Two methods which considered skills in pairs, namely the “test of inclusion” by White and Clark and the “ordering-theoretic method” by Airaisian and Bart produced generally similar results. The third method, by Dayton and Mac-ready, considered the hierarchy as a whole and produced clearer distinctions between alternative hierarchies than the first two methods. The hierarchy derived from this analysis was supported by a test for transfer of learning from subordinate to superordinate skills. 相似文献
5.
Ya‐huei Wang Hung‐Chang Liao 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):66-87
In the conventional English as a Second Language (ESL) class‐based learning environment, teachers use a fixed learning sequence and content for all students without considering the diverse needs of each individual. There is a great deal of diversity within and between classes. Hence, if students' learning outcomes are to be maximised, it is important to know how to provide learning content using students' preferences, learning characteristics and knowledge background as a basis. A five‐step algorithm was proposed that was based on the four factors (gender, learning motivation, cognitive style and learning style) as the different learner characteristics. The percentage increase between the pretest and posttest scores was used to determine optimal adaptive learning sequences to accommodate a variety of individual differences. The algorithm included the following five steps—to obtain the learning performance, to distinguish the learning performance of the lowest and highest groups, to use the different learning sequences as a basis for categorisation, to test the four factors between the lowest and highest performance, and to reduce the number of handouts. Finally, an empirical study for validating the adaptive learning sequence was conducted. By analysing the students' characteristics and the optimal learning sequences, an attempt was made to develop an adaptive learning sequence system to facilitate students' learning and to maximise their learning outcome, thus addressing the problem of fixed learning sequences in conventional ESL instruction. 相似文献
6.
S. E. Horne 《教育心理学》1983,3(1):63-77
Learning hierarchies have received much attention from developmental and instructional psychologists. This article notes that conceptual confusions and methodological deficiencies occur in much of the research so far published. The conceptual confusions concern the terminology used; the ‘likelihood’ or ‘causal’ relationships between elements in the hierarchy; the distinction between ‘prerequisition’ and ‘positive transfer'; the distinction between single pieces of learning and classes of learning; the inclusivity of hierarchical relationships. The methodological deficiencies arise from an inability to measure ‘causal’ relationships; the omission of measurements of ‘positive transfer'; the difficulty of measuring the range of possible relationships within a hierarchy; the need to remove instructional effects from hierarchy validation studies. It is concluded that these confusions and deficiencies preclude data from learning hierarchy studies from being used to diagnose learning failure and in test construction. Suggestions for alternatives to, and improvements on, current methods are made. 相似文献
7.
A formative evaluation method applicable to learning hierarchies is described which simplifies data collection by employing results from a posttest. Relations among pairs of lower and higher elements of a portion of a previously formulated hierarchy for graphic skills in kinematics were tested by means of data obtained from a posttest given to 148 secondary-school students. Results were compared with those previously obtained for the same hierarchy by a rigorous validation method. Correspondence of the two sets of results was high. Examination of test responses for discrepant instances yielded further information of value. Results additionally indicate hierarchical relationships to be the same in retention as they were for learning. 相似文献
8.
One of the subjects that undergraduate students learning Object Oriented (OO) design find hard to apply is the construction of class hierarchies in general, and the use of interface classes in particular. The design process requires decomposition and reconstruction of problems in order to model software classes. The common attributes and behaviors are usually modeled using class inheritance except when the common behaviors do not belong to the same class hierarchy; in such case, an interface class is preferred. In order to be able to properly design, the designer has to demonstrate the abstraction abilities on various levels. In this study, we aimed at examining the students' demonstration of abstraction levels during design of class hierarchy in general, and whether or not they use interface classes in particular. The results of the study reveal that a majority of students were able to build a reasonable class hierarchy; however, many of them did not use interface classes as a tool for expressing common behaviors. Nevertheless, all of them could identify and choose the best solution for a particular problem among four different solutions, which included the use of interface class. 相似文献
9.
在语言收听过程中,记忆、尤其是瞬时记忆,是理解的前提。“认知负荷理论”吸收和应用了认知信息加工理论关于注意短时记忆的研究成果,认为学习者的工作记忆容量是有限的,工作记忆的限制性成为了学习的主要障碍;认为通过教学设计尽量减少学习任务中不必要的认知负荷,使工作记忆的容量更多地集中于将要学习的材料中,从而促进学习。文章探讨了在认知负荷理论指导下的英语听力练习材料的设计。 相似文献
10.
Loyal W. Joos 《Journal of Experimental Education》2013,81(4):357-358
In this paper, the use of several measurement models for the analysis of data arising from learning hierarchies is discussed, and the results of an empirical investigation of the application of an Item Response Theory (IRT) model to a learning hierarchy in subtraction are examined. The analysis confronts the test developer’s original intentions with empirical data through the use of the IRT model, and three ways that the model can be useful in explicating the patterns of empirical results from a learning hierarchy are described. 相似文献
11.
1Introduction Thispaperfocusesondevelopingalogicalhierarchi calcluster(LHC)foreachblockofmultimediaobjects asthedecentralizedarchitectureofthedistributed multimediaondemand(DMoD)server.Becausethe aggregatedbandwidthrequirementofthegeographical lydistributedusersisincreasingbeyondthecapacityof thenetworkbackbone,theDMoDschemeisproposed todistributetheloadoftheinteractiveMoDserviceto thenodeslocatedatthedifferentgeographical admini strativeregions.ThenetworktopologyG(V,E)and theresourceman… 相似文献
12.
Cognitive load theory is intended to provide instructional strategies derived from experimental, cognitive load effects. Each
effect is based on our knowledge of human cognitive architecture, primarily the limited capacity and duration of a human working
memory. These limitations are ameliorated by changes in long-term memory associated with learning. Initially, cognitive load
theory's view of human cognitive architecture was assumed to apply to all categories of information. Based on Geary’s (Educational Psychologist 43, 179–195 2008; 2011) evolutionary account of educational psychology, this interpretation of human cognitive architecture requires amendment.
Working memory limitations may be critical only when acquiring novel information based on culturally important knowledge that
we have not specifically evolved to acquire. Cultural knowledge is known as biologically secondary information. Working memory
limitations may have reduced significance when acquiring novel information that the human brain specifically has evolved to
process, known as biologically primary information. If biologically primary information is less affected by working memory
limitations than biologically secondary information, it may be advantageous to use primary information to assist in the acquisition
of secondary information. In this article, we suggest that several cognitive load effects rely on biologically primary knowledge
being used to facilitate the acquisition of biologically secondary knowledge. We indicate how incorporating an evolutionary
view of human cognitive architecture can provide cognitive load researchers with novel perspectives of their findings and
discuss some of the practical implications of this view. 相似文献
13.
Richard T. White 《Instructional Science》1976,5(2):133-152
An investigation was made of the effects of amount of guidance, sequence of instruction, and attribute-treatment interactions on speed of learning, retention, and transfer of ten intellectual skills that form part of a learning hiererchy and which are commonly part of secondary school physics courses. Four clearly-defined instructional methods were used; the methods form a linear scale from least to most guidance. It was found that the numbers of errors made in reaching a criterion performance on the skills decreased as the amount of guidance was increased, but transfer and retention were unaffected. Two sequence styles were used, which were both consistent with the requirement that no skill should be taught before the skills that were subordinate to it in the learning hierarchy. Form of sequence had no effect on speed of learning, retention, or transfer, and there was no interaction between sequence and amount of guidance. A novel method was employed to search for the presence of any interaction between attributes of learners and the amount of guidance. None was found. It is concluded that a maximum of guidance can be used to teach intellectual skills to all learners with no negative effect on retention and transfer. It is suggested that variables other than amount of guidance or sequence are more likely to affect a learner's retention or transfer of a skill. Finally, patterns of retention of skills that are connected in the learning hierarchy were found to be contrary to an earlier result. The patterns suggest that a skill in a learning hierarchy cannot be recalled unless its relevant subordinate skills are also recalled. 相似文献
14.
David W. Brooks 《Journal of Science Education and Technology》2011,20(2):146-155
An overarching theory that enables a systematic study of learning recently has been developed. Motivation, for example, is
something we all think we
know when we see. It was an important step to recognize that motivation can be conceptualized in terms of allocating working memory and especially
attention to a learning task. The unified learning model (ULM) was synthesized from the literature with this in mind. Using
the ULM as a basis for analysis, it is possible to consider all aspects of learning. A good place to begin concerns schools
in general and why, in particular, school is not thought of as being easy. The ULM explains that allocating working memory
often requires effort, and any exertion of such effort may be perceived as being hard. This paper is an analysis of school
learning and especially science learning (STEM learning) in terms of the ULM. 相似文献
15.
Chie Takahashi 《Compare》2008,38(1):5-22
This paper examines the quality and development of relations between organisations and the ways in which these are informed by incidental learning experiences in two projects. The paper conceptualizes instances of inter‐organisational learning (IOL) applying theories such as principal‐agent, prisoners' dilemma and women's place in community development. The main results are (a) that IOL can be used to maintain and modify relations of control and dominance in partnership hierarchies; (b) that IOL serves as a spin‐off of horizontal relationships and can be increased or reduced in the competition between partners for resources and identity; and (c) that IOL at the community level, when delivering outsiders' intervention, can be promoted by involving local authorities and operating within the existing household hierarchy. The paper shows that the influential role of individuals, beyond organisational boundaries, becomes critical through social networks and the establishment of trust‐based relations and resistance to learning as consequences of personal conflict. However, structural constraints in the aid system, such as asymmetric access to resources, expertise, knowledge, status and networks, ultimately determine the quality of funding management schemes and the emergence of an environment that stimulates mutual individual learning, which in turn may lead to organisational learning and inter‐organisational learning. 相似文献
16.
Ouhao Chen Juan C. Castro-Alonso Fred Paas John Sweller 《Educational Psychology Review》2018,30(2):483-501
Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This “depletion effect” can be incorporated into cognitive load theory that is concerned with using the properties of human cognitive architecture, especially working memory, when designing instruction. Two experiments were carried out on the spacing effect that occurs when learning that is spaced by temporal gaps between learning episodes is superior to identical, massed learning with no gaps between learning episodes. Using primary school students learning mathematics, it was found that students obtained lower scores on a working memory capacity test (Experiments 1 and 2) and higher ratings of cognitive load (Experiment 2) after massed than after spaced practice. The reduction in working memory capacity may be attributed to working memory resource depletion following the relatively prolonged mental effort associated with massed compared to spaced practice. An expansion of cognitive load theory to incorporate working memory resource depletion along with instructional design implications, including the spacing effect, is discussed. 相似文献
17.
Performances of fourth and sixth grade children who had been in a program based on Science—A Process Approach were compared with performances of control groups on two conservation-of-volume tasks. The fourth grade children who had had Science—A Process Approach performed at a higher level than the control group on one of the tasks. There were no other significant differences between groups. The volume tasks were analyzed and learning hierarchies devised. A test based on the hierarchies was constructed and administered to all (189) children. An instructional program based on the hierarchies was carried out with approximately half of the children in each school at each grade level. All children were then post-tested on the volume tasks and the tasks of the learning hierarchies. All groups who had deceived instruction had higher mean scores on the Learning Hierarchies Test but no group made a significant improvement on the volume tasks. Performance of the volume tasks was found to be related to age and score on the Learning Hierarchies Test. 相似文献
18.
As follow-up to an initial study phase, both generative learning activities and retrieval practice can substantially enhance learning, but via different functions. Generative activities are theorized to mainly serve the function of constructing coherent mental representations of the learning content that are well integrated with prior knowledge, whereas retrieval practice is theorized to mainly serve the function of consolidating learners’ mental representations in memory. In view of these complementing functions, the present study investigated whether the sequence of these activities matters. In an experiment with N = 158 university students, we varied the sequence of generative learning and retrieval practice after an initial study phase. We found that the retrieval-before-generation sequence yielded better retention and reduced cognitive load during both types of activities. We conclude that although it might seem counterintuitive, engaging learners in retrieval practice before engaging them in generative learning can be more beneficial than vice versa. 相似文献
19.
Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement 总被引：1，自引：0，他引：1
Gemma Corbalan Liesbeth Kester Jeroen J.G. van Merriënboer 《Contemporary educational psychology》2008,33(4):733-756
Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. Science, 255, 556–559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2 × 2 factorial design with the factors adaptation (present or absent) and control over task-selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task-selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement. 相似文献
20.
Lauren B. Resnick 《Instructional Science》1973,2(3):311-361
There has been a continuing increase in the application of hierarchy theory to the problems of instruction and evaluation, since Gagné first used the term hierarchy in his theory of how human beings acquire complex skills and knowledge. This article, based on a 1970 symposium of the American Educational Research Association, presents an overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development.Lauren B. Resnick is with the University of Pittsburgh, Pittsburgh, Pennsylvania 相似文献