Showing papers in "Educational Psychologist in 2006"
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
5,199 citations
TL;DR: In this article, the authors proposed a 4-phase model of interest development, which describes four phases in the development and deepening of learner interest: triggered situational interest, maintained interest, emerging (less developed) individual interest, and well-developed individual interest.
Abstract: Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.
3,014 citations
TL;DR: The authors found that intrinsic goal framing (relative to extrinsic goal framing and no-goal framing) produces deeper engagement in learning activities, better conceptual learning, and higher persistence at learning activities.
Abstract: Examination of motivational dynamics in academic contexts within self-determination theory has centered primarily around both the motives (initially intrinsic vs. extrinsic, later autonomous vs. controlled) that regulate learners' study behavior and the contexts that promote or hinder these regulations. Less attention has been paid to the goal contents (intrinsic vs. extrinsic) that learners hold and to the different goal contents that are communicated in schools to increase the perceived relevance of the learning. Recent field experiments are reviewed showing that intrinsic goal framing (relative to extrinsic goal framing and no-goal framing) produces deeper engagement in learning activities, better conceptual learning, and higher persistence at learning activities. These effects occur for both intrinsically and extrinsically oriented individuals. Results are discussed in terms of self-determination theory's concept of basic psychological needs for autonomy, competence, and relatedness.
1,507 citations
TL;DR: This article found that morphological awareness contributes to decoding of morphologically complex words and contributes to the development of reading comprehension, although the relationship is probably reciprocal rather than unidirectional.
Abstract: In the past decade, there has been a surge of interest in morphological awareness, which refers to the ability to reflect on and manipulate morphemes and word formation rules in a language. This review provides a critical synthesis of empirical studies on this topic from a broad cross-linguistic perspective. Research with children speaking several languages indicates that knowledge of inflectional morphology is acquired before knowledge of derivational morphology and the morphology of compounds, which continue to develop through the elementary school years. Research establishes that morphological awareness contributes to the decoding of morphologically complex words and contributes to the development of reading comprehension, although the relationship is probably reciprocal rather than unidirectional. Morphological awareness becomes an increasingly important predictor of measures of reading as children grow older. Morphological awareness is intertwined with other aspects of metalinguistic awareness and li...
638 citations
TL;DR: This paper employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of self-concept interventions for children in 145 primary studies (200 interventions) and found that interventions targeting a specific selfconcept domain and subsequently measuring that domain were much more effective (d = 1.16).
Abstract: Traditional reviews and previous meta-analyses of self-concept interventions have underestimated effect sizes by using an implicitly unidimensional perspective that emphasizes global self-concept. In contrast, this research employed a synergistic blend of meta-analysis and multidimensional construct validation to evaluate the impact of self-concept interventions for children in 145 primary studies (200 interventions). Overall, interventions were significantly effective (d = .51, 460 effect sizes). However, in support of the multidimensional perspective, interventions targeting a specific self-concept domain and subsequently measuring that domain were much more effective (d = 1.16), suggesting sole reliance on global self-concept is inappropriate for evaluating interventions designed to enhance a specific component of self-concept. Other moderators (e.g., feedback, experimental design, target population groups) also influenced effect sizes in ways useful to the design of new interventions. Methodologically...
412 citations
TL;DR: In this paper, the authors use theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating.
Abstract: This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?, (b) Can I do this task?, and (c) What are the costs associated with cheating? This article reviews both experimental and nonexperimental evidence related to each of these questions and offers suggestions for future research and instructional practices that will lessen the likelihood of cheating.
300 citations
TL;DR: This article reviewed evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argued that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice.
Abstract: This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuroscience that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings.
299 citations
TL;DR: The authors showed that there now is much more empirical support for EI theory than Waterhouse suggested in 2006, and argued that EI competencies should not be taught in the schools.
Abstract: In her critique of emotional intelligence (EI) theory and research, Waterhouse (2006) makes several claims. First, she argues that there are "many conflicting constructs of EI," implying that it cannot be a valid concept given this multiplicity of views. Second, she cites some research and opinion suggesting that "EI has not been differentiated from personality plus IQ." Third, she states that "the claim that EI determines real-world success has not been validated." Finally, she proposes that research on brain function proves that there cannot be a "unitary EI." Based on this critique, she argues that EI competencies should not be taught in the schools. This article addresses each of these criticisms and shows that there now is much more empirical support for EI theory than Waterhouse suggested in her article.
246 citations
TL;DR: In this article, Waterhouse has done Howard Gardner the courtesy of reading much of the primary and secondary literature on multiple intelligences (MI) theory, and she has been criticised for oversimplifying MI theory.
Abstract: For a scholar, a fate worse than being criticized is being ignored. Waterhouse (2006) has done Howard Gardner the courtesy of reading much of the primary and secondary literature on multiple intelligences (MI) theory. Although the authors disagree with several of her interpretations and conclusions, we appreciate her efforts as well as the opportunity to respond. We have 2 main criticisms: (a) Waterhouse misunderstands and oversimplifies MI theory and (b) Waterhouse's own line of argument undermines her claim that MI theory is not supported by the literature. This response reorients and clarifies for the reader the usefulness and implications of MI theory with the goal of demonstrating why Waterhouse's critique misses the mark in a number of respects.
216 citations
TL;DR: In this article, the authors argue new learning environments bring to the fore multiple content goals, including "I want to be entertained," "I need to belong", "I feel safe," and "I am valued for who I am".
Abstract: Principles of social constructivism and about communities of learners clarify that being a responsible student involves performing well on a task as well as having motivation, having volition strategies, understanding rules and regulations, and having access to a productive social support network. A hotly debated issue is what motivation processes energize student behavior in new learning environments. This article argues new learning environments bring to the fore multiple content goals, including "I want to be entertained," "I want to belong," "I want to feel safe," and "I want to be valued for who I am." This article describes 3 goal frameworks previously peripheral to educational psychology that illuminate these goals: Ford's goal taxonomy, Carver and Scheier's hierarchical goal model, and Schwartz's value system. The article identifies considerable gaps in knowledge about the nature of content goals students bring to the classroom, interrelations among goals, and the effects of environmental conditio...
186 citations
TL;DR: In this article, the potential indirect influence of motivational factors on transfer by reviewing studies that examine the influence of motivation on cognitive processes related to transfer is analyzed, focusing on four motivational constructs: achievement goals, interest, self-efficacy, and intentional transfer.
Abstract: Both transfer and motivation are important constructs accompanied by extensive bodies of literature. However, there is a lack of integration of the 2 constructs. This article analyzes the potential indirect influence of motivational factors on transfer by reviewing studies that examine the influence of motivation on cognitive processes related to transfer. In addition, it reviews studies that examine the direct influence of motivation on transfer. The analysis is focused on 4 motivational constructs: achievement goals, interest, self-efficacy, and intentional transfer. Finally, this article suggests recommendations for future research.
TL;DR: In this paper, the authors lay the foundations for the notion of exploratory orientation as an educational goal, and discuss the mostly implicit role of exploration and exploratory orientations in a number of perspectives concerned with adaptive student engagement.
Abstract: This article lays the foundations for the notion of exploratory orientation as an educational goal. After reviewing the conceptual roots of exploration, the article examines the essence of the experience of exploration and its developmental benefits. Then, turning to the context of school, the article discusses the mostly implicit role of exploration and of exploratory orientation in a number of perspectives concerned with adaptive student engagement. The article concludes by briefly noting the environmental and instructional practices that could facilitate an exploratory orientation among students, and by calling for further conceptual and empirical work in this domain.
TL;DR: In this article, the authors examine three axioms underlying contemporary educational psychology: learners construct knowledge, learners are agents, and data include lots of randomness, and draw out corollaries of these axiomologies to uncover significant challenges researchers face in using classical forms of experimental research to build a basis for school reform and for testing school reforms using randomized field trials.
Abstract: Realizing the promise of software technologies in education requires thinking differently about how software simultaneously can serve research and contribute to learning. This article examines 3 axioms underlying contemporary educational psychology: Learners construct knowledge, learners are agents, and data include lots of randomness. By drawing out corollaries of these axioms, this research uncovers significant challenges researchers face in using classical forms of experimental research to build a basis for school reform and for testing school reforms using randomized field trials. This article describes a software system, gStudy, that is designed to address these challenges by gathering finer grained data that better support theorizing about the processes of learning and self-regulated learning. This research illustrates how this can be realized and suggests 10 ways that using software like gStudy can help pull up research by its bootstraps and bolster searches for what works.
TL;DR: In this article, a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction is provided, emphasizing the interplay between traditional research studies and instructional applications of this research for increasing recall, reducing interference, minimizing cognitive load, and enhancing understanding.
Abstract: This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio's dual coding theory, Baddeley's working memory model, Engelkamp's multimodal theory, Sweller's cognitive load theory, Mayer's multimedia learning theory, and Nathan's ANIMATE theory. The discussion emphasizes the interplay between traditional research studies and instructional applications of this research for increasing recall, reducing interference, minimizing cognitive load, and enhancing understanding. Tentative conclusions are that (a) there is general agreement among the different architectures, which differ in focus; (b) learners' integration of multiple codes is underspecified in the models; (c) animated instruction is not required when mental simulations are sufficient; (d) actions...
TL;DR: Waterhouse as mentioned in this paper argued that, because multiple intelligences, the Mozart effect, and emotional intelligence theories have inadequate empirical support and are not consistent with cognitive neuroscience findings, these theories should not be applied in education.
Abstract: I (Waterhouse, 2006) argued that, because multiple intelligences, the Mozart effect, and emotional intelligence theories have inadequate empirical support and are not consistent with cognitive neuroscience findings, these theories should not be applied in education. Proponents countered that their theories had sufficient empirical support, were consistent with cognitive neuroscience findings, and should be applied in education (Cherniss, Extein, Goleman, & Weissberg, 2006; Gardner & Moran, 2006; Rauscher & Hinton, 2006). However, Gardner and Moran offered no validating evidence for multiple intelligences, Rauscher and Hinton concluded that "listening-to-Mozart" studies should be disregarded, and Cherniss, Extein, Goleman, and Weissberg agreed that emotional intelligence lacked a unitary empirically supported construct. My reply addresses theory proponents' specific criticisms of my review and reasserts my original claims.
TL;DR: The authors proposed a model for integrating research in the cognitive neurosciences with educational psychology and reviewed how neuroscience is providing new data relevant to three major controversies in the field of dyslexia.
Abstract: Neuroscience has provided fascinating glimpses into the brain's development and function. Despite remarkable progress, brain research has not yet been successfully brought to bear in many fields of educational psychology. In this article, work on literacy serves as a test case for an examination of potential future bridges linking mind, brain, and educational psychology. This article proposes a model for integrating research in the cognitive neurosciences with educational psychology and reviews how neuroscience is providing new data relevant to 3 major controversies in the field of dyslexia. This article also discusses the relevance of these findings for psychoeducational assessment and instruction and suggests innovative venues for interdisciplinary research.
TL;DR: The Mozart effect was first reported by as discussed by the authors, who described the phenomenon of a brief enhancement of spatial-temporal abilities after listening to a Mozart piano sonata (K. 448).
Abstract: "The Mozart effect" originally referred to the phenomenon of a brief enhancement of spatial-temporal abilities in college students after listening to a Mozart piano sonata (K. 448). Over time, this...
TL;DR: The Thorndike Career Achievement in Educational Psychology from Division 15 of the American Psychological Association (APA) was presented by as discussed by the authors, who called for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory development and model building.
Abstract: What follows is the presentation given after receiving the E. L. Thorndike Career Achievement in Educational Psychology from Division 15 of the American Psychological Association. This presentation calls for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory development and model building. This presentation cites the writings of cosmologist, Joao Magueijo, as a compelling case to support the argument for such scientific speculation.
Journal Article•
TL;DR: This article investigated the views of school students in late primary and middle secondary school about the importance to them of relating constructively with others, commitment to community well-being, and adherence to rules and conventions.
Abstract: A sense of interdependence, in terms of relations with other individuals, groups, and institutions, is at the heart of the social outcomes of schooling. This paper investigates the views of school students in late primary and middle secondary school about the importance to them of relating constructively with others, commitment to community well‐being, and adherence to rules and conventions. It describes scales to measure these orientations, investigates relationships with age, gender, and other student characteristics, and examines the extent to which individual student orientations are related to school environments. Data are from a survey of nationally representative Australian samples of approximately 8,000 students in Years 5 and 10 from more than 500 schools as well as 2,600 teachers from those schools. Multilevel regression analyses indicate that differences in student orientations are associated with age, gender, and educational aspirations as well as a number of other school and individual factor...