Achievement in Related Psychomotor Tasks as Influenced by Learning Strategies

Singer, Robert N.; Cauraugh, James H.; Lucariello, Georgann; Brown, Heather

doi:10.2466/pms.1985.60.3.843

Cited by 12 publications

(7 citation statements)

References 4 publications

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“…Advocates of strategy instruction contend that after a learner successfully learns a skill, he or she will face a variety of other tasks and situations where the skill is demanded. Since it is difficult, if not impossible, for the learners to learn all of these eventualities, teachers should teach students learning strategies so that the learner can generalize the strategies to accommodate potential future demands (Singer et al 1985). However, whether this type of general transfer can occur has been the subject of much debate over years.…”

Section: Discussionmentioning

confidence: 99%

The effects of teaching notetaking strategies on elementary students’ science learning

et al. 2007

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The research examined effects of notetaking instruction on elementary-aged students' abilities to recall science information and their notetaking behaviors. Classes of eight to nine years old third grade students were randomly assigned to three treatment conditions: strategic notetaking, partial strategic notetaking, and control, for four training sessions. The effects of the notetaking instruction were measured by their performances on a test about science information, a long-term free recall of the information, and the number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect in favor of the strategy notetaking instruction groups on cued and non-cued recall of the information units. Students with higher prior achievement in science performed better on cued recall and longterm free recall of information. The results suggest that students as young as those in third grade classes can be instructed to develop notetaking ability that promotes their learning.

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Section: Discussionmentioning

confidence: 99%

The effects of teaching notetaking strategies on elementary students’ science learning

et al. 2007

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“…In response to this situation, educators often recommend strategies instruction as a mean of enhancing the learning outcomes for children [6]. Moreover, the demands of knowledge transfer to novel contexts likewise recommend strategies instruction as a way to help students address future learning needs [7]. Many studies concerned with strategies instruction suggest that students should be taught that study skills produce positive effects on learning [8,9], should be taught early enough [10], and strategies such as summarizing and identifying main ideas from text and discourse are believed to be utmost important [11].…”

Section: Notetaking Instruction Enhances Students' Science Learningmentioning

confidence: 99%

Notetaking Instruction Enhances Students’ Science Learning

Lee

Wang

Hamman

et al. 2013

Child Development Research

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Students face various learning challenges in their daily life. Teachers should teach them learning strategies to accommodate demands. One hundred ten fifth graders were randomly assigned to three groups: strategic notetaking, partial strategic notetaking, and control group, with three levels (high versus medium versus low) according to their prior science achievement. The levels also functioned as one independent variable in the MANCOVA analysis, with writing speed as covariate. The results showed significant treatment main effects in support of strategic and partial strategic groups on the measurements of board cued, verbal cued, and noncued information units. The high science achievement group outperformed the low one on the task of verbal cued, whereas the medium outperformed the low one on comprehension multiple-choice test. The study suggested notetaking as an effective learning strategy that can be taught to elementary students.

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“…Further, these findings contrast starkly with research that found that a maze task practised in a massed approach aided completion of a similar activity. 41 Conclusions are weakened though as only a small student cohort was employed and no distributed practice group was used for comparison. Additionally, a learning strategy and feedback was utilised to aid task acquisition and transfer, though it highlights crucially that massed practice did not hinder these processes.…”

Section: Massed or Distributed Practicementioning

confidence: 99%

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

Plummer¹

2003

Physical Therapy Reviews

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The influx in research to improve the evidence base and clinical effectiveness of existing practices has facilitated the emergence of new potential techniques. Constraint-induced therapy (CIT) is one such approach, used mostly widely in stroke rehabilitation. It focuses on the massed, random practice of functional tasks with the less able extremity, while the other is restrained. The evidence supporting the application of this technique is increasingly favourable, despite continued debate surrounding the optimal application. What remains scantly analysed are the underlying principles of CIT, to elucidate if massed, random practice of activities of daily living (ADLs) are the most suitable conditions to enhance learning. This paper helps to consolidate theoretically the advances made by existing clinical material. Although inhibiting initial performance, both massed and random practice provide greater learning potential. While further research is required, especially with these principles combined, this review concludes that CIT is based on the best available motor learning evidence, albeit the research has notable limitations.

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Achievement in Related Psychomotor Tasks as Influenced by Learning Strategies

Cited by 12 publications

References 4 publications

The effects of teaching notetaking strategies on elementary students’ science learning

The effects of teaching notetaking strategies on elementary students’ science learning

Notetaking Instruction Enhances Students’ Science Learning

Constraint-induced Therapy and the Motor Learning Literature That Underpins Its Application

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