Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?
Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?
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微分联想处理或示例阐述：哪种策略最适合学习相关和不相关概念的定义？
DOI：
10.1016/j.learninstruc.2011.11.005
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发表时间：
2012
影响因子：
3.2
通讯作者：
Hannon,Brenda
中科院分区：
文献类型：
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作者：
Hannon,Brenda
相关概念的定义（例如，基因型-表型）在入门课上很普遍。因此，重要的是教育工作者和学生知道哪些策略最适合学习它们。这项研究表明，一个新的比较阐述策略，称为差分联想处理，是更好地学习相关概念的定义比一个综合的阐述策略，称为示例阐述。这种结果发生，即使例子阐述管理在一个自然的方式（实验1）和学生花更多的时间在例子阐述条件学习（实验1，2，3），并产生信息的概念（实验2和3）。此外，与不相关的概念（词素流体智力），性能是相似的，无论学生使用差分联想处理或示例阐述（实验3）。作为一个整体，这些结果表明，差分联想处理是优于示例阐述学习相关概念的定义，是一样好的示例阐述学习无关概念的定义。
Definitions of related concepts (e.g., genotype–phenotype) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts (morpheme-fluid intelligence), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts.