Literaturnachweis - Detailanzeige
| Autor/inn/en | Di Vesta, Francis J.; Peverly, Stephen T. |
|---|---|
| Titel | The Effects of Encoding Variability, Processing Activity, and Rule-Examples Sequence on the Transfer of Conceptual Rules. |
| Quelle | In: Journal of Educational Psychology, 76 (1984) 1, S.108-19Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Cognitive Structures; Concept Teaching; Discovery Learning; Encoding (Psychology); Experiential Learning; Higher Education; Learning Processes; Learning Strategies; Schemata (Cognition) Cognitive structure; Kognitive Struktur; Entdeckendes Lernen; Encoding; Codierung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognition; Schema; Kognition |
| Abstract | Using 198 college students, this study investigated the effects on performance of four variables in a concept-learning task. The variables were (1) passive and active learning; (2) contextual specificity and variability; (3) rule-examples sequences; and (4) near and far transfers as critical outcomes. Results are discussed in terms of the contextualist model. (BS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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