TITLE

How Effective is Example Generation for Learning Declarative Concepts?

AUTHOR(S)
Rawson, Katherine; Dunlosky, John
PUB. DATE
September 2016
SOURCE
Educational Psychology Review;Sep2016, Vol. 28 Issue 3, p649
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this purpose, but few studies have examined the efficacy of this technique. We conducted three experiments involving 487 undergraduates to investigate the effects of example generation on concept learning and examined factors that may moderate its effectiveness. Students read a short text that introduced eight concepts. Some students were then prompted to generate concrete examples of each concept followed by definition restudy, whereas others only restudied definitions for the same amount of time. Two days later, students completed final tests involving example generation and definition cued recall. Meta-analytic outcomes indicated that example generation yields moderate improvements in learning of declarative concepts, relative to restudy only. Each experiment also included additional groups to investigate potential moderators. Example generation tended to be more effective with spaced versus massed restudy. Despite strong correlations between the quality of examples generated during practice and final test performance, experimental manipulations that improved example quality did not improve learning. In sum, the current work establishes that example generation enhances concept learning and provides an important foundation for further investigating factors that moderate its benefits to learning.
ACCESSION #
117320637

 

Related Articles

  • Appraisal of Critical Thinking Skills in Animal Science Undergraduates who Participated on a Nationally Competitive Collegiate Judging Team. White, Laura M.; Layfield, K. Dale; Birrenkott, Glenn; Skewes, Peter; Beck, Mary M. // NACTA Journal;Mar2012, Vol. 56 Issue 1, p43 

    Evaluation courses have remained an integral part of collegiate animal science programs throughout the country and are a precursor for a national judging team. An evaluation course focuses on teaching students general accepted criteria for evaluating a particular animal, industry standards and...

  • Inspiring next generation of engineers through service-learning robotics outreach and mentorship programme. Ilori, Olusoji; Watchorn, Andrew // International Journal of Advanced Robotic Systems;Oct2016, Vol. 13 Issue 5, p1 

    This article describes the organization of a service-learning robotics outreach and mentorship programme in an engineering department of a developing country. The programme is designed to tackle the problem of lack of integrative courses in engineering programmes and the lack of interest in...

  • The Keys to Building a Courageous Staff. HALL, SHELLEY F. // Image Source;May2015, Vol. 17 Issue 5, p36 

    The article suggests tips for developing a courageous staff which includes giving ability and authority to staff for solving customer problems, providing opportunities to staff for demonstrating courage and rewarding their honesty and personal responsibility.

  • Exercise your brain with problem solving. Maurer, Mickey // Indianapolis Business Journal;10/1/2012, Vol. 33 Issue 31, p10 

    The author discusses several guidelines to improve one's ability on problem-solving which includes data gathering and categorizing, observe the mathematical problem, and finding the insight.

  • Junior Whirl. Kaufman, Hal // Wilson County News;1/28/2015, Vol. 42 Issue 4, p7E 

    A quiz concerning the mathematical ability to solve the problem is presented.

  • Minnesota's Future is in Good Hands!  // Learning Matters;10/30/2015, p25 

    An excerpt from the article "Minnesota's Future is in Good Hands!" is presented, which focuses on the participation of Minnesota students at the International Conference of the Future Problem Solving Program.

  • Asking the 'right' questions. Dawe, James // Mathematics Teaching;May2009, Issue 214, p26 

    The article offers information on an activity initiated by a math teacher in Great Britain. The teacher declared a question on a polygon and its diagonals. A student who finds the subject easily joined the discussion. The teacher then interrogates the student on the problem and the student...

  • THINGS YOU SHOULD STOP WORRYING ABOUT, BUT CAN'T. Feuer, Michael // Smart Business Indianapolis;Nov2011, Vol. 8 Issue 11, p22 

    The article shares the author's views on the techniques to minimize the problems in the business in Indiana. He notes the need to do some workout to take one's mind off business problems and from errors of omission or commission. He mentions the importance of mitigating to enable to put the...

  • Mathematical-task knowledge for teaching. Chapman, Olive // Journal of Mathematics Teacher Education;Feb2013, Vol. 16 Issue 1, p1 

    An introduction is presented in which the editor discusses various reports within the issue on topics including mathematical-task knowledge, intervention for improving mathematics teaching and development of teachers' problem solving competencies.

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics