Differences in approaches to learning: An overview.

Bransford, John D.; Stein, Barry S.; Vye, Nancy; Franks, Jeffery J.; Auble, Pamela M.; Mezynski, Karen; Perfetto, Greg

doi:10.1037/0096-3445.111.4.390

Cited by 129 publications

(98 citation statements)

References 40 publications

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“…Rather, explorations of the impact on acquisition of explicit knowledge through explanation provision in intelligent systems provide mixed evidence. Bransford et al (1982), Franks et al (1982), Stein et al (1982a), and Stein et al (1982b) found that the precision of an explanation embedded within an intelligent system positively affects the development of explicit knowledge. Intelligent system explanations embedded with explicit knowledge have been shown to successfully increase long-term memory storage of explicit knowledge (Smedley and Sutton 2004).…”

Section: Background and Theoretical Discussionmentioning

confidence: 99%

Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

2008

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Section: Background and Theoretical Discussionmentioning

confidence: 99%

Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

2008

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“…, precise elaborations, following their terminology). Bransford and colleagues have conducted a number of studies (e.g., Bransford et al , 1982;Owings, Petersen, Bransford, Morris, & Stein, 1980;Stein, Littlefield, Bransford, & Persampieri, 1984) in which subjects (both children and adults) have been presented a series of mutually interfering sentences that specified relationships that arenot obviously meaningful at first glance (base sentences, again following the terminology employed in Bransford's publications) . For example, three base sentences used in these studies were the following:…”

Section: Some Elaborative Strategies Can Be Carried Out By Older But mentioning

confidence: 99%

Memory Development Between 2 and 20

Schneider¹,

Pressley²

1989

Springer Series in Cognitive Development

310

261

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“…These tasks can be difficult even for proficient adult learners (e.g. Bransford, Stein, Vye, Franks, Auble, Mezynski and Perfetto, 1982;Pressley, Symons, McDaniel, Snyder and Turnure, 1988), let alone children, who were studied in the investigation reported here. Although we do not agree with extreme arguments that even more fact learning should be presented in school (e.g.…”

mentioning

confidence: 99%

Imaginal elaboration of illustrations to facilitate fact learning: Creating memories of Prince Edward Island

Pressley

Brewster

1990

Applied Cognitive Psychology

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Canadian students in grades 5 and 6 studied facts about the 10 Canadian provinces (e.g. Many very good plays are put on in Prince Edward Island). At study, each fact was accompanied by a picture of a stereotypical setting in the province (e.g. a picture of the lush farmland in Prince Edward Island). Half the subjects were instructed to learn by imagining the fact as stated occurring in the depiction (e.g. very good plays being produced in the lush farmland setting); half were told only to try hard to remember that the fact occurred in the particular province. The imagery instruction was effective, but only when children had previously mastered associations between the provinces and the pictures of the provinces. Naturalisticaliy occurring pictures can be used by grade-school children to create elaborative images that facilitate acquisition of confusing facts, but only if children first know what the illustrations represent.Children are often called upon to learn factual information, including scientific facts (e.g. characteristics of chemical elements), biographical content, and information about particular places. These tasks can be difficult even for proficient adult learners (e.g. Bransford, Stein, Vye, Franks, Auble, Mezynski and Perfetto, 1982;Pressley, Symons, McDaniel, Snyder and Turnure, 1988), let alone children, who were studied in the investigation reported here. Although we do not agree with extreme arguments that even more fact learning should be presented in school (e.g. Hirsch, 1987;Ravitch and Finn, 1987), the frequency of fact learning, and the challenges it poses, combine to fuel the search for mechanisms that promote learning of facts. Our position is that if children are going to be required to learn facts, they should be armed with procedures that permit efficient acquisition of factual content. To date, most procedures that have been studied are various forms of elaboration (Pressley, 1982;Pressley, Johnson and Symons, 1987).For instance, Bransford and his associates demonstrated that children experience difficulty when attempting to learn sentences containing mutually interfering pieces of information, such as the following:The hungry man got into the car. The strong man helped the woman. The brave man ran into the house.When children are taught to elaborate these sentences so that it makes clear why each particular man performed the action that he performed (e.g. The hungry man got into the car to go to the restaurant; The brave man ran into the house that was on 088&4080/90/050359-11$05.50

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Differences in approaches to learning: An overview.

Cited by 129 publications

References 40 publications

Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

Memory Development Between 2 and 20

Imaginal elaboration of illustrations to facilitate fact learning: Creating memories of Prince Edward Island

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