Showing papers in "Learning and Instruction in 2006"

TL;DR: The utility of the DeFT framework is proposed to be in identifying a broad range of factors that influence learning, reconciling inconsistent experimental findings, revealing under-explored areas of multi-representational research and pointing forward to potential design heuristics for learning with multiple representations.

TL;DR: In this article, the authors present a meta-analytic analysis on the instructional benefits of reducing split attention between spatially or temporally disparate but related elements of information, including the effect of a hypothesised moderator, the complexity of learning materials, and the amount of learning material.

TL;DR: In this paper, a subjective measure of cognitive load was used to test the effectiveness of instructional procedures and found that subjective measures were highly reliable, varied significantly within problems and correlated highly with errors.

TL;DR: In this article, the effects of different types of support for learning from multiple representations in a simulation-based learning environment were examined and the role of the complexity of the domain and the learning environment was examined.

TL;DR: Worked examples not only provide us with an effective instructional procedure that contradicts some instructional movements that arose in the 1960s and 1970s and that still have some currency, the worked example effect throws light on the very foundations of human cognition.

TL;DR: The authors investigated the effects of the learning/teaching environment on students' approaches to learning and found that the direction of change was opposite to the premise that student-activating instruction deepens student learning Instead, the latter pushed students towards a Surface Approach to Learning and students' Strategic Approaches suffered significant lowering.

TL;DR: Worked examples are an effective instructional means to teach complex problem-solving skills as discussed by the authors, and it has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance.

TL;DR: In this article, the authors investigated whether all aspects of this model have to be carried out under regular classroom conditions, three different strategy programs (Strat+CSR+MSR vs. Strat) and a control condition were compared.

TL;DR: In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of time and mental effort during training and test, and adding process information to worked examplesWould increase investment of effort duringTraining and enhance transfer performance; whereas adding it to conventional problems would increase invest of effort, but would not positively affect transfer performance.

TL;DR: The authors found that epistemological understanding was a significant predictor of all three components of argumentation skills for both controversial topics, and participants at the evaluativist level of overall epistemology understanding generated arguments, counterarguments, and rebuttals of a higher quality than participants at a multiplist level.

TL;DR: This article explored how learning from traditional molar worked-out examples, focusing on problem categories and their associated overall solution procedures, as well as from more efficient modular worked out examples, where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements.

TL;DR: In this article, the effects of team-skills training on collaborative learning in a university setting were investigated under three conditions: trained-together, re-assigned and no training.

TL;DR: This study uses bug-related tutoring feedback offering strategic information for error correction, but no immediate KCR, to show that BRT-feedback is significantly more beneficial for achievement and motivation than KR–KCR-feedbacks.

TL;DR: In this paper, the authors present a model in which specific levels of generalization of the construct of enjoyment are differentiated, based on their extent of generalisation, and these differentiated constructs are located in a hierarchical structure.

TL;DR: This study provides empirical support for the expertise reversal effect, which suggests that the effectiveness of certain instruction procedures in example-based learning environments depends upon the learners' level of prior knowledge.

TL;DR: In this article, the authors investigated variant and invariant physics teaching patterns across time and topics, focusing on three perspectives: (1) organisation of activities, (2) quality of teacher-student interactions, and (3) students' perception of learning conditions.

TL;DR: In this article, a word association procedure for assessing conceptual change in science education, leaning on the presuppositions of the theory of social representations, was applied both before and after a university population ecology course.

TL;DR: In this article, the effectiveness of presenting more than one solution method by means of worked-out examples was investigated and no positive effect was found for instructional support for multiple solutions fostered learning.

TL;DR: Worked examples are instructional tools to teach problem-solving skills as discussed by the authors, and have been shown to be effective in teaching mathematics skills, even when instruction is absent (Zhu & Simon, 1987).

TL;DR: The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory is provided.

TL;DR: In this article, it is argued that learning and instruction could be conceptualized from a process-analytic perspective, and that important questions from the field of instruction can be answered using the approach of process analyses.

TL;DR: This article assessed the impact of a training program, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness and found that the experimental groups achieved greater progress in the phonemic tests than the control groups.

TL;DR: This article examined the reading activities of young readers while reading an expository text and found that reading strategies were related to reading errors, reproduction, and activities referring to reading strategies, and that reading strategy index was correlated with reading comprehension as measured by standardized tests.

TL;DR: In this paper, the authors focus on professionals' views on knowledge and knowing in learning from conversations and investigate how learning teams of professionals evaluate knowledge exchange and knowledge explication as knowledge productive.

TL;DR: An alternative schema-based rapid assessment technique based on an assessment of the extent to which working memory limits have been altered by solution schemas held in long-term memory in the area of arithmetic word problem solving is described.

TL;DR: The differential effects of four task selection methods on training efficiency and transfer in a computer-based training for Air Traffic Control were investigated and the hypothesis that personalised adaptive task selection leads to more efficient training than non-adaptive task selection was partially confirmed.

TL;DR: In this article, the role of evaluation in mathematics in 749 elementary school children was examined and the macroevaluative skills and calibration scores of high versus low mathematical problem solvers were contrasted as measures of metacognition.

TL;DR: In this article, the authors focus on how much motivational value students attribute to each particular component of learning environments and in what degree is such value mediated by students' motivational orientations.

TL;DR: It is indicated that condition–action elaborations improved procedural performance the most, in both the active and passive conditions.

TL;DR: A theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting is developed.