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Cognitive prerequisites for generative learning. Why some learning strategies are more effective […]
Breitwieser, Jasmin; Brod, Garvin
Zeitschriftenbeitrag
| In: Child Development | 2021
40461 Endnote
Autor*innen:
Breitwieser, Jasmin; Brod, Garvin
Titel:
Cognitive prerequisites for generative learning. Why some learning strategies are more effective than others
In:
Child Development, 92 (2021) 1, S. 258-272
DOI:
10.1111/cdev.13393
URN:
urn:nbn:de:0111-pedocs-252348
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252348
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lernstrategie; Effektivität; Voraussetzung; Kognition; Unterschied; Lebensalter; Altersabhängigkeit; Schüler; Student; Empirische Untersuchung; Augenbewegung; Bewegungsanalyse; Frankfurt a.M.; Deutschland
Abstract:
This study examined age‐related differences in the effectiveness of two generative learning strategies (GLSs). Twenty‐five children aged 9-11 and 25 university students aged 17-29 performed a facts learning task in which they had to generate either a prediction or an example before seeing the correct result. We found a significant Age × Learning Strategy interaction, with children remembering more facts after generating predictions rather than examples, whereas both strategies were similarly effective in adults. Pupillary data indicated that predictions stimulated surprise, whereas the effectiveness of example‐based learning correlated with children's analogical reasoning abilities. These findings suggest that there are different cognitive prerequisites for different GLSs, which results in varying degrees of strategy effectiveness by age.
DIPF-Abteilung:
Bildung und Entwicklung
Generative learning. Which strategies for what age?
Brod, Garvin
Zeitschriftenbeitrag
| In: Educational Psychology Review | 2021
40763 Endnote
Autor*innen:
Brod, Garvin
Titel:
Generative learning. Which strategies for what age?
In:
Educational Psychology Review, 33 (2021) 4, S. 1295-1318
DOI:
10.1007/s10648-020-09571-9
URN:
urn:nbn:de:0111-pedocs-237048
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237048
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lernen; Strategie; Effektivität; Aktives Lernen; Kind; Lebensalter; Entwicklung; Unterschied; Lerntechnik; Forschungsüberblick
Abstract:
Generative learning strategies are intended to improve students' learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.
DIPF-Abteilung:
Bildung und Entwicklung
How can we make active learning work in K-12 education? Considering prerequisites for a successful […]
Brod, Garvin
Zeitschriftenbeitrag
| In: Psychological Science in the Public Interest | 2021
42307 Endnote
Autor*innen:
Brod, Garvin
Titel:
How can we make active learning work in K-12 education? Considering prerequisites for a successful construction of understanding
In:
Psychological Science in the Public Interest, 22 (2021) 1, S. 1-7
DOI:
10.1177/1529100621997376
URL:
https://journals.sagepub.com/doi/full/10.1177/1529100621997376
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aktives Lernen; Lernmethode; Schüler; Naturwissenschaftliche Bildung; Entdeckendes Lernen; Grundschule; Sekundarstufe I; Sekundarstufe II; Vorwissen; Einflussfaktor; Lernerfolg; Arbeitsgedächtnis; Lernvoraussetzungen; Unterstützung; Kognitive Kompetenz; Metakognition; Lernforschung; Empirische Forschung
Abstract (english):
The construction-of-understanding ecosystem proves particularly useful because it provides an actionable framework of active learning that can be applied across disciplines. An assumption inherent in the framework is that active-learning practices are beneficial for student achievement in STEM. In this commentary, I have argued that there are prerequisites for this benefit to occur. Active-learning practices are demanding in that students need advanced cognitive and metacognitive capacities to be able to profit from them without being closely guided. The effects of insufficient cognitive and metacognitive capacities become most visible in younger students for whom these capacities are still developing. For example, elementary-school students struggle with constructing examples or drawings of abstract concepts as a result of their immature analogical reasoning skills (Breitwieser & Brod, 2021; Van Meter et al., 2006). This should not be taken to mean that active-learning practices cannot be beneficial for K-12 students, however. Prerequisites differ between practices, and a lack of them can often be counteracted with additional guidance. Instead, this commentary is intended as a pledge to consider prerequisites in order to choose those active-learning practices that are likely to work best for a particular group of students. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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
Toward an understanding of when prior knowledge helps or hinders learning
Brod, Garvin
Zeitschriftenbeitrag
| In: npj Science of Learning | 2021
42308 Endnote
Autor*innen:
Brod, Garvin
Titel:
Toward an understanding of when prior knowledge helps or hinders learning
In:
npj Science of Learning, 6 (2021) , S. 24
DOI:
10.1038/s41539-021-00103-w
URL:
https://www.nature.com/articles/s41539-021-00103-w
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Einflussfaktor; Gedächtnis; Kognition; Lernen; Lernerfolg; Lernprozess; Lerntheorie; Vorwissen
DIPF-Abteilung:
Bildung und Entwicklung
Neural correlates of successful memory encoding in kindergarten and early elementary school […]
Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Zeitschriftenbeitrag
| In: Cerebral Cortex | 2021
42309 Endnote
Autor*innen:
Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Titel:
Neural correlates of successful memory encoding in kindergarten and early elementary school children. Longitudinal trends and effects of schooling
In:
Cerebral Cortex, 31 (2021) 8, S. 3764-3779
DOI:
10.1093/cercor/bhab046
URL:
https://academic.oup.com/cercor/article-abstract/31/8/3764/6248485
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Kind; Gedächtnis; Kognitive Prozesse; Entwicklung; Leistung; Kindergarten; Schulanfang; Wirkung; Gehirn; Neurowissenschaften; Test; Längsschnittuntersuchung; Datenanalyse; Empirische Untersuchung; Berlin; Deutschland
Abstract (english):
From age 5 to 7, there are remarkable improvements in children's cognitive abilities ("5-7 shift"). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the "5-7 shift." In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Which data do elementary school teachers use to determine reading difficulties in their students?
Schmitterer, Alexandra; Brod, Garvin
Zeitschriftenbeitrag
| In: Journal of Learning Disabilities | 2021
40752 Endnote
Autor*innen:
Schmitterer, Alexandra; Brod, Garvin
Titel:
Which data do elementary school teachers use to determine reading difficulties in their students?
In:
Journal of Learning Disabilities, 54 (2021) 5, S. 349-364
DOI:
10.1177/0022219420981990
URN:
urn:nbn:de:0111-pedocs-237621
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237621
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Lesestörung; Intervention; Grundschullehrer; Entscheidung; Diagnostik; Daten; Lesefertigkeit; Lesetest; Rechtschreibtest; Wortschatztest; Grundschüler; Schuljahr 03; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Hessen; Niedersachsen; Deutschland
Abstract:
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers, thus, relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Developing personalized education. A dynamic framework
Tetzlaff, Leonard; Schmiedek, Florian; Brod, Garvin
Zeitschriftenbeitrag
| In: Educational Psychology Review | 2021
40764 Endnote
Autor*innen:
Tetzlaff, Leonard; Schmiedek, Florian; Brod, Garvin
Titel:
Developing personalized education. A dynamic framework
In:
Educational Psychology Review, 33 (2021) 3, S. 863-882
DOI:
10.1007/s10648-020-09570-w
URN:
urn:nbn:de:0111-pedocs-252373
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252373
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Unterricht; Individualisierung; Adaptiver Unterricht; Lernender; Lernprozess; Datenerhebung; E-Learning; Lernumgebung; Schulklasse; Binnendifferenzierung; Forschungsstand; Lerndynamik; Modellbildung; Unterrichtsgestaltung; Lernforschung; Lehr-Lern-Forschung
Abstract:
Personalized education - the systematic adaption of instruction to individual learners - has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptions - ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Achievement emotions mediate the link between goal failure and goal revision. Evidence from digital […]
Theobald, Maria; Breitwieser, Jasmin; Murayama, Kou; Brod, Garvin
Zeitschriftenbeitrag
| In: Computers in Human Behavior | 2021
40994 Endnote
Autor*innen:
Theobald, Maria; Breitwieser, Jasmin; Murayama, Kou; Brod, Garvin
Titel:
Achievement emotions mediate the link between goal failure and goal revision. Evidence from digital learning environments
In:
Computers in Human Behavior, 119 (2021) , S. 106726
DOI:
10.1016/j.chb.2021.106726
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0747563221000480?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Abstract:
The present study tested how students emotionally react to and deal with goal failure. We (1) examined students' achievement emotions after they failed to achieve their learning goal and (2) tested whether students' achievement emotions after goal failure predicted goal revision. We tested medical students (N = 344) who used a digital learning platform to prepare for a high-stakes exam. Students reported their learning goals (before studying) and their anger, tension, joy, and pride (after studying) each day over the course of 40 days. Daily goal achievement was assessed objectively via log-files. Multilevel analyses revealed that goal failure on a particular day predicted higher anger and tension and lower joy and pride. After goal failure, students generally down-regulated their goal the next day, and the more so the farther they had missed their goal. Achievement emotions mediated this link, however. Students who reported stronger negative emotions (i.e., more anger, less joy, and less pride) down-regulated their goals to a lesser extent. Together, results suggest that goal revision depends on previous goal achievement, but also on students' achievement emotions after goal failure. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Tackling scientific misconceptions. The element of surprise
Theobald, Maria; Brod, Garvin
Zeitschriftenbeitrag
| In: Child Development | 2021
41286 Endnote
Autor*innen:
Theobald, Maria; Brod, Garvin
Titel:
Tackling scientific misconceptions. The element of surprise
In:
Child Development, 92 (2021) 5, S. 2128-2141
DOI:
10.1111/cdev.13582
URL:
https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13582
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Missverständnis; Kind; Grundschulalter; Stichprobe; Lernprozess; Lernforschung; Pupillenreflex; Kognition; Revision; Überraschung; Überzeugung; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken; Widerspruch; Lernverhalten; Einflussfaktor; Kognitive Lerntheorie
Abstract:
Misconceptions about scientific concepts often prevail even if learners are confronted with conflicting evidence. This study tested the facilitative role of surprise in children's revision of misconceptions regarding water displacement in a sample of German children (N = 94, aged 6-9 years, 46% female). Surprise was measured via the pupil dilation response. It was induced by letting children generate predictions before presenting them with outcomes that conflicted with their misconception. Compared to a control condition, generating predictions boosted children's surprise and led to a greater revision of misconceptions (d = 0.56). Surprise further predicted successful belief revision during the learning phase. These results suggest that surprise increases the salience of a cognitive conflict, thereby facilitating the revision of misconceptions. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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