From Example Study to Problem Solving: Smooth Transitions Help Learning
Author(s) / Creator(s)
Renkl, Alexander
Atkinson, Robert K.
Maier, Uwe H.
Abstract / Description
Research has shown that it is effective to combine example study and problem solving in the initial acquisition of cognitive skills. Present methods for combining these learning modes are, however, static and do not support a transition from example study in early stages of skill acquisition to later problem solving. Against this background, we propose a successive integration of problem-solving elements into example study until the learners
solve problems on their own (i.e., complete example Î increasingly more incomplete examples Î problem to-be-solved). We tested the effectiveness of such a fading procedure against the traditional method of employing example-problem pairs. In a field experiment and in a more controlled lab experiment, we found that the fading procedure fosters learning, at least when near transfer performance is considered. Moreover, this effect is
mediated by a lower number of errors under the fading condition as compared to the example-problem condition.
Keyword(s)
Lernen Lernhilfe Problemlösen Lehrmethoden Lernen Transfer (Lernen) Problemlösen Kognitive Prozesse Teaching Methods Learning Transfer (Learning) Problem Solving Cognitive ProcessesPersistent Identifier
Date of first publication
2000
Is part of series
Forschungsberichte des Psychologischen Instituts der Albert-Ludwigs-Universität Freiburg im Breisgau;140
Citation
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140.pdfAdobe PDF - 50.98KBMD5: 136430cc217355a0e8b9afba3519687a
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There are no other versions of this object.
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Author(s) / Creator(s)Renkl, Alexander
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Author(s) / Creator(s)Atkinson, Robert K.
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Author(s) / Creator(s)Maier, Uwe H.
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PsychArchives acquisition timestamp2022-11-17T11:00:36Z
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Made available on2004-12-23
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Made available on2015-12-01T10:30:04Z
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Made available on2022-11-17T11:00:36Z
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Date of first publication2000
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Abstract / DescriptionResearch has shown that it is effective to combine example study and problem solving in the initial acquisition of cognitive skills. Present methods for combining these learning modes are, however, static and do not support a transition from example study in early stages of skill acquisition to later problem solving. Against this background, we propose a successive integration of problem-solving elements into example study until the learners solve problems on their own (i.e., complete example Î increasingly more incomplete examples Î problem to-be-solved). We tested the effectiveness of such a fading procedure against the traditional method of employing example-problem pairs. In a field experiment and in a more controlled lab experiment, we found that the fading procedure fosters learning, at least when near transfer performance is considered. Moreover, this effect is mediated by a lower number of errors under the fading condition as compared to the example-problem condition.en
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Persistent Identifierhttps://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bsz:291-psydok-4151
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Persistent Identifierhttps://hdl.handle.net/20.500.11780/196
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.8816
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Language of contenteng
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Is part ofForschungsberichte des Psychologischen Instituts der Albert-Ludwigs-Universität Freiburg i. Br., Nr. 140
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Is part of seriesForschungsberichte des Psychologischen Instituts der Albert-Ludwigs-Universität Freiburg im Breisgau;140
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Keyword(s)Lernende
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Keyword(s)Lernhilfede
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Keyword(s)Problemlösende
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Keyword(s)Lehrmethodende
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Keyword(s)Lernende
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Keyword(s)Transfer (Lernen)de
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Keyword(s)Problemlösende
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Keyword(s)Kognitive Prozessede
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Keyword(s)Teaching Methodsen
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Keyword(s)Learningen
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Keyword(s)Transfer (Learning)en
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Keyword(s)Problem Solvingen
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Keyword(s)Cognitive Processesen
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Dewey Decimal Classification number(s)150
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TitleFrom Example Study to Problem Solving: Smooth Transitions Help Learningen
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DRO typereport
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Visible tag(s)PsyDok
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Visible tag(s)Forschungsberichte des Psychologischen Instituts der Albert-Ludwigs-Universität Freiburg im Breisgau