Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective than Others

Autor/inn/en	Breitwieser, Jasmin; Brod, Garvin
Titel	Cognitive Prerequisites for Generative Learning: Why Some Learning Strategies Are More Effective than Others
Quelle	In: Child Development, 92 (2021) 1, S.258-272 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breitwieser, Jasmin) ORCID (Brod, Garvin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13393
Schlagwörter	Learning Strategies; Preadolescents; Young Adults; College Students; Age Differences; Logical Thinking; Prediction; Learning Processes; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Pre-adolescence; Präadoleszenz; Young adult; Junger Erwachsener; Collegestudent; Age; Difference; Age difference; Altersunterschied; Vorhersage; Learning process; Lernprozess; Unterrichtserfolg
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01