Effects of Variation and Prior Knowledge on Abstract Concept Learning

Autor/inn/en	Braithwaite, David W.; Goldstone, Robert L.
Titel	Effects of Variation and Prior Knowledge on Abstract Concept Learning
Quelle	In: Cognition and Instruction, 33 (2015) 3, S.226-256 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2015.1067215
Schlagwörter	Concept Formation; Prior Learning; Problem Solving; Mathematical Concepts; Knowledge Level; Mathematics Instruction; Transfer of Training; Instructional Effectiveness; Undergraduate Students; Differences; Pretests Posttests; Indiana + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Vorkenntnisse; Problemlösen; Wissensbasis; Mathematics lessons; Mathematikunterricht; Training; Transfer; Ausbildung; Unterrichtserfolg; Unterscheiden
Abstract	Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially similar or varied examples. In Experiment 1, less knowledgeable participants learned better from similar examples, while more knowledgeable participants learned better from varied examples. In Experiment 2, prior to learning how to solve the problems, some participants received a pretraining aimed at increasing attention to the structural relations underlying the target concept. These participants, like the more knowledgeable participants in Experiment 1, learned better from varied examples. Thus, the utility of varied examples depends on prior knowledge and, in particular, ability to attend to relevant structure. Increasing this ability can prepare learners to learn more effectively from varied examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11