Podcast
Questions and Answers
Chafe (1982) conducted a descriptive study and compared the oral and ______ artifacts of 20 academic scholars.
Chafe (1982) conducted a descriptive study and compared the oral and ______ artifacts of 20 academic scholars.
written
The written artifacts were less fragmented and better structured than the ______ artifacts.
The written artifacts were less fragmented and better structured than the ______ artifacts.
oral
Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
second
In a related study, Redeker (1984) replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.
In a related study, Redeker (1984) replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.
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Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.
Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.
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Explaining orally may engage students in providing authentic examples or analogies to illustrate the subject matter for a particular ______.
Explaining orally may engage students in providing authentic examples or analogies to illustrate the subject matter for a particular ______.
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Only the amount of students’ elaborations mediated the effect of explanation modality on students’ ______
Only the amount of students’ elaborations mediated the effect of explanation modality on students’ ______
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In the present study, we investigated whether learning by providing written or oral explanations differently affected the semantic features of students’ ______
In the present study, we investigated whether learning by providing written or oral explanations differently affected the semantic features of students’ ______
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On the level of learning outcomes, our findings indicated that the modality of explaining had differential effects on students’ acquisition of ______
On the level of learning outcomes, our findings indicated that the modality of explaining had differential effects on students’ acquisition of ______
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Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______
Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______
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Providing oral explanations more effectively helped the students to acquire transferable ______ as compared with providing written explanations
Providing oral explanations more effectively helped the students to acquire transferable ______ as compared with providing written explanations
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The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______
The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______
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Cold air reacts with the ______
Cold air reacts with the ______
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The spark ignites the ______
The spark ignites the ______
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What function does the conrod have? Transfer of energy of the piston to the ______
What function does the conrod have? Transfer of energy of the piston to the ______
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What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efficiency, Lower levels of ______
What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efficiency, Lower levels of ______
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Where does the energy of gas exhaustion come from? From the oscillating weight of the ______
Where does the energy of gas exhaustion come from? From the oscillating weight of the ______
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Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
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The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.
The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.
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It is up to further research to investigate which detrimental processes may occur during writing explanations that ______ students’ conceptual learning.
It is up to further research to investigate which detrimental processes may occur during writing explanations that ______ students’ conceptual learning.
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The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.
The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.
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The total effect can be understood as the sum of the direct effect and all ______ effects.
The total effect can be understood as the sum of the direct effect and all ______ effects.
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Commonly, the total effect can be understood as the sum of the direct effect and all ______ effects.
Commonly, the total effect can be understood as the sum of the direct effect and all ______ effects.
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Students studied a text about the ______ effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time. The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual knowledge.
Students studied a text about the ______ effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time. The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual knowledge.
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More importantly, the authors showed that those students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
More importantly, the authors showed that those students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
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Hoogerheide et al.(2014) replicated the findings by Fiorella and Mayer in a procedural domain. For that purpose, Hoogerheide et al. asked students to read a text on ______ reasoning with the intention to complete a test or to explain the content to potential other students.
Hoogerheide et al.(2014) replicated the findings by Fiorella and Mayer in a procedural domain. For that purpose, Hoogerheide et al. asked students to read a text on ______ reasoning with the intention to complete a test or to explain the content to potential other students.
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Again, in another condition, students ______ the content by creating a video explanation. In accordance with the findings by Fiorella and Mayer, the authors found that students who created the video explanations showed higher learning and transfer performance compared with students who only prepared to complete a test or to explain the content to others.
Again, in another condition, students ______ the content by creating a video explanation. In accordance with the findings by Fiorella and Mayer, the authors found that students who created the video explanations showed higher learning and transfer performance compared with students who only prepared to complete a test or to explain the content to others.
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Students ______ a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time.
Students ______ a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time.
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More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
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Learning-by-______ is a ubiquitous instructional strategy commonly used in different educational contexts, such as peer tutoring, collaborative learning, or digital learning.
Learning-by-______ is a ubiquitous instructional strategy commonly used in different educational contexts, such as peer tutoring, collaborative learning, or digital learning.
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Most studies on the effects of ______ focused on self-______ instructional material to one-self or ______ the subject-matter to others in collaborative and interactive learning settings.
Most studies on the effects of ______ focused on self-______ instructional material to one-self or ______ the subject-matter to others in collaborative and interactive learning settings.
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Explaining learning content to fictitious other students is also beneficial to learning and even more effective than restudying.
Explaining learning content to fictitious other students is also beneficial to learning and even more effective than restudying.
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Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual knowledge.
Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual knowledge.
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Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
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The ______ artifacts were less fragmented and better structured than the oral artifacts.
The ______ artifacts were less fragmented and better structured than the oral artifacts.
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Chafe conducted a descriptive study and compared the oral and written artifacts of 20 academic scholars. He found that the written artifacts were less fragmented and better structured than the ______ artifacts.
Chafe conducted a descriptive study and compared the oral and written artifacts of 20 academic scholars. He found that the written artifacts were less fragmented and better structured than the ______ artifacts.
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Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.
Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.
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Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
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In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.
In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.
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Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
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More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
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In Wason selection tasks, four cards are presented on a table with a given rule, such as 'Each card has a number on one side and a letter on the other side. Which cards must be turned over to examine the following rule: If a card shows an even number on one side, then the opposite side is ______?'
In Wason selection tasks, four cards are presented on a table with a given rule, such as 'Each card has a number on one side and a letter on the other side. Which cards must be turned over to examine the following rule: If a card shows an even number on one side, then the opposite side is ______?'
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Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______
Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______
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Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.
Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.
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The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual ______
The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual ______
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In oral discourse, the level of person deictic references, such as the use of first-person and ______ person pronouns, is higher.
In oral discourse, the level of person deictic references, such as the use of first-person and ______ person pronouns, is higher.
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Students studied a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study ______.
Students studied a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study ______.
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A transfer-in-pieces consideration of the perception of structure in the transfer of learning. Journal of the Learning Sciences, 19(4), 443–479. doi:10.1080/10508406.2010.505138 Wirtz, M.A., & Caspar, F.(2002). Beurteiler€ ubereinstimmung und Beurteilerreliabilit€at: Methoden zur Bestimmung und Verbesserung der Zuverl€assigkeit von Einsch€atzungen mittels Kategoriensystemen und Ratingskalen [Interrater agreement und interrater reliability: Methods for calculating and improving the reliability of ratings by category systems and rating scales]. G€ ottingen, Germany: Hogrefe. Wylie, R., & Chi, M.T.(2014). The self-explanation principle in multimedia learning. The Cambridge handbook of multimedia learning (2nd ed., pp. 413–432). New York, NY: Cambridge University Press. Appendix A Multiple-choice items used in the pretest and in the conceptual-knowledge test 1 [x] 2 [x] 3 [x] 4 [x] 5 [x] 6 [x] 7 [x] 8 What is the correct process of a four-stroke ______? Induction, compression, power, exhaust Compression, induction, exhaust, power, Power, induction, compression, exhaust Induction, exhaust, power, compression What is the cubic capacity?
A transfer-in-pieces consideration of the perception of structure in the transfer of learning. Journal of the Learning Sciences, 19(4), 443–479. doi:10.1080/10508406.2010.505138 Wirtz, M.A., & Caspar, F.(2002). Beurteiler€ ubereinstimmung und Beurteilerreliabilit€at: Methoden zur Bestimmung und Verbesserung der Zuverl€assigkeit von Einsch€atzungen mittels Kategoriensystemen und Ratingskalen [Interrater agreement und interrater reliability: Methods for calculating and improving the reliability of ratings by category systems and rating scales]. G€ ottingen, Germany: Hogrefe. Wylie, R., & Chi, M.T.(2014). The self-explanation principle in multimedia learning. The Cambridge handbook of multimedia learning (2nd ed., pp. 413–432). New York, NY: Cambridge University Press. Appendix A Multiple-choice items used in the pretest and in the conceptual-knowledge test 1 [x] 2 [x] 3 [x] 4 [x] 5 [x] 6 [x] 7 [x] 8 What is the correct process of a four-stroke ______? Induction, compression, power, exhaust Compression, induction, exhaust, power, Power, induction, compression, exhaust Induction, exhaust, power, compression What is the cubic capacity?
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What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efficiency, Lower levels of ______
What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efficiency, Lower levels of ______
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More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
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The spark ignites the ______
The spark ignites the ______
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Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______
Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______
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Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
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The volume between inlet valve and outlet valve is known as the ______
The volume between inlet valve and outlet valve is known as the ______
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What is no element of a gasoline engine? ______
What is no element of a gasoline engine? ______
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What is a necessary element of a diesel engine? ______
What is a necessary element of a diesel engine? ______
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Which are the underlying processes of an Otto engine? ______
Which are the underlying processes of an Otto engine? ______
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When does the inlet valve and outlet valve open? Inlet valve opens during the second stroke; outlet valve opens during the ______
When does the inlet valve and outlet valve open? Inlet valve opens during the second stroke; outlet valve opens during the ______
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How does an ignition work in a diesel motor? ______
How does an ignition work in a diesel motor? ______
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The ______ of explaining was more effective than providing oral explanations in supporting students to organize the content of the explanations.
The ______ of explaining was more effective than providing oral explanations in supporting students to organize the content of the explanations.
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Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
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Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.
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Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
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The spark ignites the ______.
The spark ignites the ______.
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More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.
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In a four-stroke engine, the correct process is induction, compression, power, and ______
In a four-stroke engine, the correct process is induction, compression, power, and ______
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The energy of gas exhaustion comes from the oscillating weight of the ______
The energy of gas exhaustion comes from the oscillating weight of the ______
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Cold air reacts with the ______
Cold air reacts with the ______
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What is a necessary element of a diesel engine? ______
What is a necessary element of a diesel engine? ______
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In Wason selection tasks, if a card shows an even number on one side, then the opposite side is ______
In Wason selection tasks, if a card shows an even number on one side, then the opposite side is ______
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Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.
Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.
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Most studies on the effects of ______ focused on self-______ instructional material to one-self or ______ the subject-matter to others in collaborative and interactive learning settings.
Most studies on the effects of ______ focused on self-______ instructional material to one-self or ______ the subject-matter to others in collaborative and interactive learning settings.
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Explaining learning content to fictitious ______ students is also beneficial to learning and even more effective than restudying.
Explaining learning content to fictitious ______ students is also beneficial to learning and even more effective than restudying.
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Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
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The written artifacts were less fragmented and better structured than the ______ artifacts.
The written artifacts were less fragmented and better structured than the ______ artifacts.
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Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.
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Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______.
Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______.
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Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual ______
Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual ______
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The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.
The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.
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The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.
The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.
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Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.
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In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.
In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.
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The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______
The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______
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Students made more elaborations during explaining orally, which triggered an increase in the vividness of their explanations accomplished by providing additional illustrative examples, resulting in more flexible and transferable __________.
Students made more elaborations during explaining orally, which triggered an increase in the vividness of their explanations accomplished by providing additional illustrative examples, resulting in more flexible and transferable __________.
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The learning materials used in the study by Hoogerheide et al.(2016) were rather low-element-interactivity about syllogistic reasoning, while in the current study, more complex learning materials about the functions and processes of internal combustion engines were used, which can be regarded as high-element-interactivity material requiring students to thoroughly interconnect the presented elements in order to construct a coherently organized mental model of internal combustion ________.
The learning materials used in the study by Hoogerheide et al.(2016) were rather low-element-interactivity about syllogistic reasoning, while in the current study, more complex learning materials about the functions and processes of internal combustion engines were used, which can be regarded as high-element-interactivity material requiring students to thoroughly interconnect the presented elements in order to construct a coherently organized mental model of internal combustion ________.
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Providing oral explanations and providing written explanations were comparably effective, at least for acquiring direct procedural knowledge, but had no further effects on students’ transfer of such procedures, as shown by Hoogerheide et al.(2016). This apparent contradiction between the two studies highlights an important difference in the learning ________ used.
Providing oral explanations and providing written explanations were comparably effective, at least for acquiring direct procedural knowledge, but had no further effects on students’ transfer of such procedures, as shown by Hoogerheide et al.(2016). This apparent contradiction between the two studies highlights an important difference in the learning ________ used.
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Learning the functions and processes of internal combustion engines can be regarded as high-element interactivity material, as it requires students to thoroughly interconnect the presented elements of an internal combustion engine in order to construct a coherently organized mental model of internal combustion ________.
Learning the functions and processes of internal combustion engines can be regarded as high-element interactivity material, as it requires students to thoroughly interconnect the presented elements of an internal combustion engine in order to construct a coherently organized mental model of internal combustion ________.
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Students who really explained the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it. This suggests that active explanation of the material led to better understanding and ________.
Students who really explained the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it. This suggests that active explanation of the material led to better understanding and ________.
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In a related study, Redeker (1984) replicated the main findings by Chafe under well-controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ________ format.
In a related study, Redeker (1984) replicated the main findings by Chafe under well-controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ________ format.
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