A Really Good Example Helps Learning about an Abstract Concept

Autor/inn/en	Funkhouser, Ava; Nicoladis, Elena
Titel	A Really Good Example Helps Learning about an Abstract Concept
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 17 (2023) 1, Artikel 12 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Concept Formation; Abstract Reasoning; Psychology; Introductory Courses; Teaching Methods; Instructional Effectiveness; Semiotics; College Students + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Abstraktes Denken; Denken; Psychologie; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Semiotik; Collegestudent
Abstract	University students are often asked to learn abstract concepts. Abstract concepts are hard to learn. Giving specific examples can help learning abstract concepts. These examples might limit understanding to the similarities between the abstract domain and particular examples. The primary purpose of this study was to test whether exposure to multiple examples would lead to better learning than exposure to a single example. Secondarily, we were interested in whether there was any particularly effective example. Introductory psychology students were invited to learn about the abstract concept of semiotics, through either 1) three of five distinct examples or 2) a single example presented three times. We assessed learning through definitions, transfer to a novel example, and self-report. The results showed no support for the hypothesis that exposure to multiple examples led to better learning. There was, however, one particular example that was more memorable and resulted in better learning. These results have implications about how best to teach abstract concepts. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01