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Predicting as a learning strategy
Brod, Garvin
Zeitschriftenbeitrag
| In: Psychonomic Bulletin & Review | 2021
42310 Endnote
Autor*innen:
Brod, Garvin
Titel:
Predicting as a learning strategy
In:
Psychonomic Bulletin & Review, 28 (2021) 6, S. 1839-1847
DOI:
10.3758/s13423-021-01904-1
URL:
https://link.springer.com/article/10.3758/s13423-021-01904-1
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lernstrategie; Prognose; Information; Wissen; Antwort; Gedächtnis; Kognitive Prozesse; Strategie; Vergleich; Neugier; Fehler; Feedback; Unterricht; Forschung
Abstract (english):
This article attempts to delineate the procedural and mechanistic characteristics of predicting as a learning strategy. While asking students to generate a prediction before presenting the correct answer has long been a popular learning strategy, the exact mechanisms by which it improves learning are only beginning to be unraveled. Moreover, predicting shares many features with other retrieval-based learning strategies (e.g., practice testing, pretesting, guessing), which begs the question of whether there is more to it than getting students to engage in active retrieval. I argue that active retrieval as such does not suffice to explain beneficial effects of predicting. Rather, the effectiveness of predicting is also linked to changes in the way the ensuing feedback is processed. Initial evidence suggests that predicting boosts surprise about unexpected answers, which leads to enhanced attention to the correct answer and strengthens its encoding. I propose that it is this affective aspect of predicting that sets it apart from other retrieval-based learning strategies, particularly from guessing. Predicting should thus be considered as a learning strategy in its own right. Studying its unique effects on student learning promises to bring together research on formal models of learning from prediction error, epistemic emotions, and instructional design. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Lighting the wick in the candle of learning. Generating a prediction stimulates curiosity
Brod, Garvin; Breitwieser, Jasmin
Zeitschriftenbeitrag
| In: npj Science of Learning | 2019
39746 Endnote
Autor*innen:
Brod, Garvin; Breitwieser, Jasmin
Titel:
Lighting the wick in the candle of learning. Generating a prediction stimulates curiosity
In:
npj Science of Learning, (2019) , S. 4:17
DOI:
10.1038/s41539-019-0056-y
URN:
urn:nbn:de:0111-pedocs-252249
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252249
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lernen; Neugier; Stimulation <Psy>; Vorhersage; Pupille; Erweiterung; Student; Test; Lernaufgabe; Augenbewegung; Empirische Untersuchung; Deutschland
Abstract:
Curiosity stimulates learning. We tested whether curiosity itself can be stimulated-not by extrinsic rewards but by an intrinsic desire to know whether a prediction holds true. Participants performed a numerical-facts learning task in which they had to generate either a prediction or an example before rating their curiosity and seeing the correct answer. More facts received high-curiosity ratings in the prediction condition, which indicates that generating predictions stimulated curiosity. In turn, high curiosity, compared with low curiosity, was associated with better memory for the correct answer. Concurrent pupillary data revealed that higher curiosity was associated with larger pupil dilation during anticipation of the correct answer. Pupil dilation was further enhanced when participants generated a prediction rather than an example, both during anticipation of the correct answer and in response to seeing it. These results suggest that generating a prediction stimulates curiosity by increasing the relevance of the knowledge gap. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Effectiveness of a "grass roots" statewide enrichment program for gifted elementary school children
Golle, Jessika; Zettler, Ingo; Rose, Norman; Trautwein, Ulrich; Hasselhorn, Marcus; […]
Zeitschriftenbeitrag
| In: Journal of Research on Educational Effectiveness | 2018
38134 Endnote
Autor*innen:
Golle, Jessika; Zettler, Ingo; Rose, Norman; Trautwein, Ulrich; Hasselhorn, Marcus; Nagengast, Benjamin
Titel:
Effectiveness of a "grass roots" statewide enrichment program for gifted elementary school children
In:
Journal of Research on Educational Effectiveness, 11 (2018) 3, S. 375-408
DOI:
10.1080/19345747.2017.1402396
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Baden-Württemberg; Deutschland; Grundschüler; Begabtenförderung; Bildungsprogramm; Effektivität; Wirkung; Kognitive Kompetenz; Schülerleistung; Interesse; Kreativität; Neugier; Selbstregulation; Selbstkonzept; Soziale Kompetenz; Schüler; Schuljahr 03; Vergleich; Test; Fragebogen; Empirische Untersuchung
Abstract:
Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a "grass roots" strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Specifically, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The findings revealed positive program effects on academic achievement but not on the other targeted outcomes. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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