Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations
Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations
复制标题
从已制定的示例中学习：示例变异性和引出的自我解释的影响
DOI：
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发表时间：
1998
影响因子：
10.3
通讯作者：
H. Mandl
中科院分区：
文献类型：
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作者：
A. Renkl;R. Stark;H. Gruber;H. Mandl
它被调查到何种程度的例子的可变性和复杂的自我解释的启发，促进可转移的知识的收购，从工作的例子学习。此外，研究者还询问这些因素的影响是否受到学习者先前主题知识水平的调节。为此，我们从一家银行请了56名学徒学习计算复利和真实的利息。他们被随机分配到2 × 2析因设计的四个条件下（因素1：统一与多个例子;因素2：自发与引发自我解释）。学习结果通过包含近迁移问题和远迁移问题的后测来衡量。研究发现，可转移知识的获得可以通过引发自我解释来支持。在近迁移的情况下，特别是低水平的先前主题知识的学习者受益于启发过程。总体而言，研究结果强调了“因果”的相关性的质量的自我解释的知识获取学习工作的例子。假设多个例子促进迁移性能，至少当复杂的自我解释引起，不支持。版权所有1998学术出版社。
It was investigated to what extent example variability and the elicitation of sophisticated self-explanations foster the acquisition of transferable knowledge by learning from worked-out examples. In addition, it was asked whether the effects of these factors are moderated by the learners' levels of prior topic knowledge. To this end, we had 56 apprentices from a bank learn calculation of compound interest and real interest. They were randomly assigned to the four conditions of a 2 x 2-factorial design (factor 1: uniform vs. multiple examples; factor 2: spontaneous vs. elicited self-explanations). The learning results were measured by a post-test comprising near-transfer problems and far-transfer problems. It was found that the acquisition of transferable knowledge can be supported by eliciting self-explanations. In the case of near transfer, especially learners with low levels of prior topic knowledge profited from the elicitation procedure. On the whole, the findings underline the "causal" relevance of the quality of self-explanations for knowledge acquisition by learning from worked-out examples. The assumption that multiple examples foster transfer performance, at least when sophisticated self-explanations are elicited, was not supported. Copyright 1998 Academic Press.