Erklären als Lernstrategie

Play an AI-generated podcast conversation about this lesson

What type of cognitive processes, according to the study, contributed to students' learning outcomes?

Higher-order cognitive processes (elaboration and organization sequences)

What are the two main explanation formats mentioned in the text?

Oral and Textual explanation formats

What is the focus of the authors' study regarding students' explanatory processes?

Effects on learning outcomes

What question arises regarding the different explanation formats mentioned?

Whether they differently contribute to cognitive processes and learning outcomes Signup and view all the answers

Which cognitive processes were found to be primarily related to students' learning outcomes?

Elaboration and organization sequences Signup and view all the answers

What were lower-order cognitive processes that were not related to students' learning outcomes?

Paraphrasing Signup and view all the answers

What was the duration of the short demographic questionnaire?

5 minutes Signup and view all the answers

How long did it take to complete the pretest assessing conceptual knowledge about internal combustion engines?

8 minutes Signup and view all the answers

How long did the learning phase, where students studied the hypertext, last?

30 minutes Signup and view all the answers

What did the students do after completing the learning phase?

Plan their explanation for 7 minutes Signup and view all the answers

What were the students asked to do during the learning phase in terms of taking notes?

Take notes on a separate sheet Signup and view all the answers

What did outlining during the planning phase aim to scaffold for the students?

Organization processes Signup and view all the answers

How did the modality of explaining (written vs oral) affect students' acquisition of conceptual knowledge?

It had no differential effect on students' acquisition of conceptual knowledge. Signup and view all the answers

Which type of explanation (written or oral) was more effective in helping students acquire transferable knowledge?

Providing oral explanations was more effective in helping students acquire transferable knowledge. Signup and view all the answers

What factor mediated the effect of explanation modality on students' transfer?

The amount of students' elaborations mediated the effect of explanation modality on students' transfer. Signup and view all the answers

What was the average transfer performance like in the study?

The average transfer performance was rather low. Signup and view all the answers

What type of transfer tasks were used in the study?

Challenging transfer tasks that required students to reinterpret previously encountered information. Signup and view all the answers

What were the learning outcomes of the study affected by?

The learning outcomes were affected by the modality of explaining (written vs oral). Signup and view all the answers

What did the authors find regarding the participants and the syntactical primes?

The participants were affected only by the syntactical primes and not by the modality of the primes. Signup and view all the answers

According to research, what is a key difference between oral and written discourse?

The affordances of writing and speaking can be regarded as very different. Signup and view all the answers

What does the nonspontaneous character of writing allow students to do?

It allows students to get more opportunities to externalize their ideas and carefully reflect upon their thoughts. Signup and view all the answers

How can rereading and revising written explanations benefit students?

Rereading and revising written explanations may stimulate students to identify essential concepts, establish links between concepts, and thoroughly organize the subject-matter. Signup and view all the answers

What is advocated in research on pragmatic linguistics regarding oral and written discourse?

Research advocates taking the contextual character of oral and written discourse into account. Signup and view all the answers

What do linguistic differences between oral and written discourse imply?

Linguistic differences imply that writing and speaking have different contextual characters. Signup and view all the answers

How did oral explanations impact students' transferable knowledge?

Oral explanations fostered students' transferable knowledge by triggering an increase in vividness of explanations with illustrative examples. Signup and view all the answers

What was the difference in learning materials between the study by Hoogerheide et al. and the current study?

The study by Hoogerheide et al. used low-element-interactivity learning material about syllogistic reasoning, while the current study used more complex learning materials. Signup and view all the answers

Why are the findings about students' learning in the text considered particularly interesting?

The findings are interesting because they contradict a previous study by Hoogerheide et al. that showed oral and written explanations to be comparably effective for acquiring direct procedural knowledge. Signup and view all the answers

What type of learning material is considered high-element interactivity in the text?

Learning the functions and processes of internal combustion engines is considered high-element interactivity material. Signup and view all the answers

How did Hoogerheide et al.'s study differ from the current study in terms of learning material complexity?

Hoogerheide et al.'s study used rather low-element-interactivity learning material, while the current study used more complex materials. Signup and view all the answers

What was the key difference in the effects of oral explanations between the two studies mentioned in the text?

In the study by Hoogerheide et al., oral explanations and written explanations were comparably effective for acquiring procedural knowledge, but had no further effects on students' transfer of such procedures. Signup and view all the answers

What were the two different formats in which students could provide explanations in the study?

Oral or written Signup and view all the answers

What was the duration of the explanation phase in the study?

15 minutes Signup and view all the answers

What specific tool did students use in the written explanation condition to type their instructional explanations?

Text editor provided in LimeSurvey software Signup and view all the answers

How did students generate their oral explanations in the study?

Students were asked to provide an oral explanation in front of a computer screen displaying their notes. Signup and view all the answers

What test did students complete first after the explanation phase?

Subjective cognitive load assessment Signup and view all the answers

Why did the researchers decide to provide students first with the conceptual knowledge test followed by the transfer test?

To align the test procedure with students’ transfer processes Signup and view all the answers

What were the main differences found between oral and written artifacts in Chafe's study?

Written artifacts were less fragmented and better structured than oral artifacts. Speaking triggered higher levels of social involvement expressed by a higher use of first-person and second-person pronouns. Signup and view all the answers

How did Redeker's study replicate Chafe's findings regarding oral and written discourse?

Redeker found that oral discourse had higher levels of social involvement but lower organization compared to written discourse. Signup and view all the answers

What did Redeker ask participants to do in his study to compare oral and written formats?

Redeker asked participants to generate explanations or narrations in either oral or written format. Signup and view all the answers

What was the impact of oral discourse on social involvement according to the studies by Chafe and Redeker?

Oral discourse triggered higher levels of social involvement. Signup and view all the answers

How did Redeker control the experimental conditions in his study comparing oral and written discourse?

Redeker ensured the number of prior planning activities was constant across conditions. Signup and view all the answers

What was the key difference in students' engagement levels between oral and written discourse according to the studies?

Oral discourse triggered higher levels of social involvement compared to written discourse. Signup and view all the answers

How was the level of organization of explanations assessed in the study?

Using a rating scheme developed by N€ uckles et al. (2009) on four dimensions. Signup and view all the answers

What are the four dimensions on which the organization of explanations was rated?

Global structure, differentiation between relevant and irrelevant points, consistency of presentation, and local cohesion. Signup and view all the answers

Why is assessing the level of organization more suitable at the molar level rather than the molecular level?

The level of organization is a holistic feature of texts that can be better evaluated on the entire text level. Signup and view all the answers

What was rated to determine whether the arguments in the explanations were sufficiently connected to enhance readability?

Local cohesion. Signup and view all the answers

Who developed the rating scheme used to assess the level of organization in the study?

N€ uckles et al. (2009). Signup and view all the answers

What did the study focus on when rating the level of organization in students' explanations?

Global structure, relevance differentiation, presentation consistency, and local cohesion. Signup and view all the answers

What ethical guidelines were followed in the study?

1964 Helsinki declaration and DGPS ethical guidelines Signup and view all the answers

When is approval from an institutional review board required for experimental studies?

When participants are exposed to high emotional or physical stress, or when not informed about the study goals and procedures. Signup and view all the answers

Who helped with coding the data in the study?

Iris Backfisch Signup and view all the answers

Which journal published the study about the effects of self-explaining with text or diagrams?

Cognitive Science Signup and view all the answers

What cognitive benefits were discussed in the study by Bargh and Schul (1980)?

Benefits of teaching Signup and view all the answers

What type of explanations were found to be more effective in helping students acquire transferable knowledge?

Oral explanations Signup and view all the answers

What is the main focus of the study by Berthold and Renkl (2009)?

Instructional aids to support a conceptual understanding of multiple representations Signup and view all the answers

What concept is explored in Chafe's (1982) work?

Integration and involvement in speaking, writing, and oral literature Signup and view all the answers

What effects are investigated in Chen, Kalyuga, and Sweller's (2015) study?

The worked example effect, the generation effect, and element interactivity Signup and view all the answers

What did Chi et al. (2001) focus on in their research?

Learning from human tutoring Signup and view all the answers

What is the main focus of the study by Chin et al. (2010)?

Preparing students for future learning with teachable agents Signup and view all the answers

What is the focus of Cleland and Pickering's (2006) investigation?

Do writing and speaking employ the same syntactic representations? Signup and view all the answers

Which experimental condition was found to be comparably effective at providing explanations according to the study?

Writing explanations Signup and view all the answers

In terms of transferable knowledge, which modality of explanation was found to be more effective?

Oral explanation Signup and view all the answers

What was the statistical significance found in the comparison of students' posttest scores between oral and written explanation conditions?

Not significant (p = .19) Signup and view all the answers

What type of test was used to compare students' performance on the transfer test?

Independent t test Signup and view all the answers

What was the effect size (Cohen's d) for the comparison of students' transfer scores between oral and written explanations?

0.67 Signup and view all the answers

What was the p-value associated with the comparison of students' transfer scores between oral and written explanations?

.03 Signup and view all the answers

What cognitive processes are triggered by the act of explaining, according to theories of generative learning?

Selecting relevant information, organizing information in a coherent manner, providing concrete examples or analogies, elaboration Signup and view all the answers

How does explaining contribute to the explainer's generative learning, according to Fiorella and Mayer (2015)?

Explaining helps structure learning material coherently and integrate new information with existing knowledge for deep understanding Signup and view all the answers

What type of cognitive benefits are discussed in the study by Roscoe and Chi (2008) regarding explaining?

Generative learning, structuring learning material, deep understanding Signup and view all the answers

What are the distinct processes that explaining generally requires students to engage in?

Selecting relevant information, organizing coherently, providing examples or analogies, elaboration Signup and view all the answers

What are the main cognitive processes that contribute to the explainer's deep understanding, as mentioned by Fiorella and Mayer (2015)?

Organization and elaboration Signup and view all the answers

According to theories of generative learning, what are the key cognitive processes triggered by the act of explaining?

Selecting relevant information, organizing coherently, providing examples or analogies, elaboration Signup and view all the answers

How can written explanations benefit students' conceptual understanding according to the text?

Better organized explanations Signup and view all the answers

What aspect of oral explanations can encourage students to enrich their explanations?

Social involvement Signup and view all the answers

Why are elaborations in oral explanations considered helpful for students?

For linking learning content to prior knowledge Signup and view all the answers

What did the study by Hoogerheide et al. examine regarding explanations' effects on students?

Application and transfer of procedural knowledge Signup and view all the answers

What is scarce in empirical studies when comparing the effects of written versus oral explanations?

Studies directly examining the effects Signup and view all the answers

What is the focus of Fiorella & Mayer's research regarding learning-by-explaining approaches?

Transferable knowledge Signup and view all the answers

What online measures are suggested for future studies to assess cognitive mechanisms of explaining?

Think-aloud protocols or log-file data Signup and view all the answers

What is a limitation mentioned in the text regarding the effects of students’ expectancy to explain orally versus in written form?

The design did not allow to disentangle the effects Signup and view all the answers

What is suggested for future research in terms of sample sizes and generalizability of findings?

Use larger sample sizes Signup and view all the answers

What aspect of students' abilities was not assessed prior to the study and could have impacted the effects of explanation modality?

Reading and writing skills Signup and view all the answers

What factors should future research consider treating as independent factors in an expanded study design?

Explanation modality, explanation expectancy, and actual act of explaining Signup and view all the answers

What type of study design is suggested for future research to assess the effects of explanation modality?

An expanded study design Signup and view all the answers

What is the main focus of the study by Berthold and Renkl (2009)?

Instructional aids to support a conceptual understanding of multiple representations Signup and view all the answers

How did Hoogerheide et al.'s study differ from the current study in terms of learning material complexity?

Hoogerheide et al.'s study used more complex learning materials compared to the current study. Signup and view all the answers

What was the key difference in students' engagement levels between oral and written discourse according to the studies?

Students were more engaged in oral discourse compared to written discourse. Signup and view all the answers

Which type of explanation (written or oral) was more effective in helping students acquire transferable knowledge?

Written explanations were more effective in helping students acquire transferable knowledge. Signup and view all the answers

What was the key difference in the effects of oral explanations between the two studies mentioned in the text?

The effects of oral explanations differed in terms of social involvement. Signup and view all the answers

What was the impact of oral discourse on social involvement according to the studies by Chafe and Redeker?

Oral discourse had a positive impact on social involvement. Signup and view all the answers

Erklären als Lernstrategie - Basic

Choose a study mode

Podcast

Questions and Answers

What type of cognitive processes, according to the study, contributed to students' learning outcomes?

What are the two main explanation formats mentioned in the text?

What is the focus of the authors' study regarding students' explanatory processes?

What question arises regarding the different explanation formats mentioned?

Which cognitive processes were found to be primarily related to students' learning outcomes?

What were lower-order cognitive processes that were not related to students' learning outcomes?

What was the duration of the short demographic questionnaire?

How long did it take to complete the pretest assessing conceptual knowledge about internal combustion engines?

How long did the learning phase, where students studied the hypertext, last?

What did the students do after completing the learning phase?

What were the students asked to do during the learning phase in terms of taking notes?

What did outlining during the planning phase aim to scaffold for the students?

How did the modality of explaining (written vs oral) affect students' acquisition of conceptual knowledge?

Which type of explanation (written or oral) was more effective in helping students acquire transferable knowledge?

What factor mediated the effect of explanation modality on students' transfer?

What was the average transfer performance like in the study?

What type of transfer tasks were used in the study?

What were the learning outcomes of the study affected by?

What did the authors find regarding the participants and the syntactical primes?

According to research, what is a key difference between oral and written discourse?

What does the nonspontaneous character of writing allow students to do?

How can rereading and revising written explanations benefit students?

What is advocated in research on pragmatic linguistics regarding oral and written discourse?

What do linguistic differences between oral and written discourse imply?

How did oral explanations impact students' transferable knowledge?

What was the difference in learning materials between the study by Hoogerheide et al. and the current study?

Why are the findings about students' learning in the text considered particularly interesting?

What type of learning material is considered high-element interactivity in the text?

How did Hoogerheide et al.'s study differ from the current study in terms of learning material complexity?

What was the key difference in the effects of oral explanations between the two studies mentioned in the text?

What were the two different formats in which students could provide explanations in the study?

What was the duration of the explanation phase in the study?

What specific tool did students use in the written explanation condition to type their instructional explanations?

How did students generate their oral explanations in the study?

What test did students complete first after the explanation phase?

Why did the researchers decide to provide students first with the conceptual knowledge test followed by the transfer test?

What were the main differences found between oral and written artifacts in Chafe's study?

How did Redeker's study replicate Chafe's findings regarding oral and written discourse?

What did Redeker ask participants to do in his study to compare oral and written formats?

What was the impact of oral discourse on social involvement according to the studies by Chafe and Redeker?

How did Redeker control the experimental conditions in his study comparing oral and written discourse?

What was the key difference in students' engagement levels between oral and written discourse according to the studies?

How was the level of organization of explanations assessed in the study?

What are the four dimensions on which the organization of explanations was rated?

Why is assessing the level of organization more suitable at the molar level rather than the molecular level?

What was rated to determine whether the arguments in the explanations were sufficiently connected to enhance readability?

Who developed the rating scheme used to assess the level of organization in the study?

What did the study focus on when rating the level of organization in students' explanations?

What ethical guidelines were followed in the study?

When is approval from an institutional review board required for experimental studies?

Who helped with coding the data in the study?

Which journal published the study about the effects of self-explaining with text or diagrams?

What cognitive benefits were discussed in the study by Bargh and Schul (1980)?

What type of explanations were found to be more effective in helping students acquire transferable knowledge?

What is the main focus of the study by Berthold and Renkl (2009)?

What concept is explored in Chafe's (1982) work?

What effects are investigated in Chen, Kalyuga, and Sweller's (2015) study?

What did Chi et al. (2001) focus on in their research?

What is the main focus of the study by Chin et al. (2010)?

What is the focus of Cleland and Pickering's (2006) investigation?

Which experimental condition was found to be comparably effective at providing explanations according to the study?

In terms of transferable knowledge, which modality of explanation was found to be more effective?

What was the statistical significance found in the comparison of students' posttest scores between oral and written explanation conditions?

What type of test was used to compare students' performance on the transfer test?

What was the effect size (Cohen's d) for the comparison of students' transfer scores between oral and written explanations?

What was the p-value associated with the comparison of students' transfer scores between oral and written explanations?

What cognitive processes are triggered by the act of explaining, according to theories of generative learning?

How does explaining contribute to the explainer's generative learning, according to Fiorella and Mayer (2015)?

What type of cognitive benefits are discussed in the study by Roscoe and Chi (2008) regarding explaining?

What are the distinct processes that explaining generally requires students to engage in?

What are the main cognitive processes that contribute to the explainer's deep understanding, as mentioned by Fiorella and Mayer (2015)?

According to theories of generative learning, what are the key cognitive processes triggered by the act of explaining?

How can written explanations benefit students' conceptual understanding according to the text?

What aspect of oral explanations can encourage students to enrich their explanations?

Why are elaborations in oral explanations considered helpful for students?

What did the study by Hoogerheide et al. examine regarding explanations' effects on students?