Expecting to teach enhances motor learning and information processing during practice

Daou, Marcos; Lohse, Keith R.; Miller, Matthew W.

doi:10.1016/j.humov.2016.08.009

Cited by 16 publications

(21 citation statements)

References 16 publications

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“…For example, some studies found that students who studied learning material with teaching expectancy did not outperform those who studied without teaching expectancy on a delayed test (Ehly, Keith, & Bratton, ; Fiorella & Mayer, , ). Other studies found that teaching expectancy had a positive effect on learning outcomes even after a delay (Benware & Deci, ; Daou, Lohse, & Miller, ; Xu & Matsumi, ). The meta‐analytic technique would be useful for synthesizing these findings statistically.…”

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confidence: 94%

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Kobayashi

2018

Jpn Psychol Res

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The present research meta-analytically examined the effects of preparingto-teach and subsequent teaching (relative to mere studying without teaching expectancy) on the acquisition of domain knowledge. The synthesis of 28 studies indicated that the estimated effect sizes (Hedges' gs) were 0.35 for preparing-to-teach and 0.56 for teaching with preparing-to-teach. Both preparing-to-teach and teaching with preparing-to-teach were effective in promoting deep learning (as well as surface learning) and even after a delay. The learning benefits of teaching with preparing-toteach were larger when students expected and engaged in an interactive teaching activity than when they expected and engaged in a non-interactive teaching activity. The mere expectation of interactive teaching also produced larger learning effects than the expectation of non-interactive teaching. These results suggest that preparing-to-teach and teaching, interactive teaching after preparing to do so in particular, are useful for enhancing learning.

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confidence: 94%

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Kobayashi

2018

Jpn Psychol Res

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“…Specifically, participants will be asked to report, in as much detail as possible, any rules, methods, or techniques they recall using to putt during the high -pressure posttest (see Appendix F ). This type of free recall test is frequently used to assess declarative knowledge in motor skill studies ( Daou, Buchanan et al, 2016 ; Daou, Lohse et al, 2016 ; Daou et al, 2018 ; Maxwell, Masters, & Eves, 2000 ; Maxwell, Masters, Kerr, & Weedon, 2001 ; Zhu, Poolton, Wilson, Maxwell, & Masters, 2011 ).…”

Section: Methodsmentioning

confidence: 99%

“… Daou, Buchanan, Lindsey, Lohse, and Miller (2016) conducted the first investigation into whether expecting to teach enhances learning of motor skills, which rely more heavily on procedural knowledge than academic information does ( Rosenbaum, Carlson, & Gilmore, 2001 ). Daou, Buchanan et al observed having learners practice and study a motor skill with the expectation of teaching it to another person enhanced skill learning in comparison to having learners practice and study a skill with the expectation of being tested, and this effect has been replicated several times ( Daou, Hutchison et al, 2019 ; Daou, Lohse, & Miller, 2016 ; Daou, Lohse, & Miller, 2018 ; Daou, Rhoads, Jacobs, Lohse, & Miller, 2019 ). Although research has failed to reveal the mechanisms underlying the learning benefit of expecting to teach, studies have consistently shown that the learning advantage occurs concomitant to large gains in declarative knowledge about the learned skill ( Daou, Buchanan et al, 2016 ; Daou et al, 2018 ; Daou, Hutchison et al, 2019 ; Daou, Lohse et al, 2016 ; Daou, Rhoads et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Daou, Buchanan et al observed having learners practice and study a motor skill with the expectation of teaching it to another person enhanced skill learning in comparison to having learners practice and study a skill with the expectation of being tested, and this effect has been replicated several times ( Daou, Hutchison et al, 2019 ; Daou, Lohse, & Miller, 2016 ; Daou, Lohse, & Miller, 2018 ; Daou, Rhoads, Jacobs, Lohse, & Miller, 2019 ). Although research has failed to reveal the mechanisms underlying the learning benefit of expecting to teach, studies have consistently shown that the learning advantage occurs concomitant to large gains in declarative knowledge about the learned skill ( Daou, Buchanan et al, 2016 ; Daou et al, 2018 ; Daou, Hutchison et al, 2019 ; Daou, Lohse et al, 2016 ; Daou, Rhoads et al, 2019 ). As motor skills acquired with large gains in declarative knowledge are highly susceptible to decrement under psychological pressure ( Lam, Maxwell, & Masters, 2009a , 2009b ; Hardy, Mullen, & Jones, 1996 ; Koedijker, Oudejans, & Beek, 2007 ; Liao & Masters, 2001 ; Masters, 1992 ), it was unsurprising that Daou, Hutchison, et al (2019) revealed that the expecting to teach benefit vanished under psychological pressure, due to participants who practiced with the expectation of teaching ‘choking’ in a high-pressure posttest.…”

Section: Introductionmentioning

confidence: 99%

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Does learning a skill with the expectation of teaching it impair the skill’s execution under psychological pressure if the skill is learned with analogy instructions?

Cabral

Daou

Bacelar

et al. 2020

Psychology of Sport and Exercise

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Objective Having learners practice a motor skill with the expectation of teaching it (versus an expectation of being tested on it) has been revealed to enhance skill learning. However, this improvement in skill performance is lost when the skill must be performed under psychological pressure due to ‘choking under pressure.’ The present study will investigate whether this choking effect is caused by an accrual of declarative knowledge during skill practice and could be prevented if a technique (analogy instructions) to minimize the accrual of declarative knowledge during practice is employed. Design We will use a 2 (Expectation: teach/test) x 2 (Instruction: analogy/explicit) x 2 (Posttest: high-pressure/low-pressure) mixed-factor design, with repeated measures on the last factor. Methods A minimum of 148 participants will be quasi-randomly assigned (based on sex) to one of four groups. Participants in the teach/analogy and teach/explicit groups will practice golf putting with the expectation of teaching putting to another participant, and analogy instructions or explicit instructions, respectively. Participants in the test/analogy and test/explicit groups will practice golf putting with the expectation of being tested on their putting, and analogy instructions or explicit instructions, respectively. The next day all participants will complete low- and high-pressure putting posttests, with their putting accuracy serving as the dependent variable.

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“…Pada gilirannya, ini juga akan memberikan pengaruh sampai ke ruang-ruang kelas. Untuk itu, sebuah proses yang berjalan secara simultan adalah kesempatan untuk melatih kemampuan psikomotorik (Daou, Lohse, & Miller, 2016). Apalagi berkaitan dengan pembelajaran bahasa.…”

Section: Pendahuluanunclassified

Belajar Dan Pembelajaran Bahasa Arab Madrasah Minoritas Muslim Papua Barat

Wekke

Nur²

2017

Preprint

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Bahasa Arab tak sekedar bahasa dalam memahami komunikasi antar manusia, melainkan juga alat komunikasi dengan Sang Pencipta. Kondisi bahasa Arab yang istimewa ini menjadi sebuah posisi yang perlu ditelusuri. Untuk itu, makalah ini akan menganalisis kondisi belajar dan pembelajaran bahasa Arab di minoritas muslim. Penelitian dilaksanakan di Papua Barat dengan subyek penelitian di madrasah Kabupaten Sorong. Pengumpulan data melalui wawancara dan pengamatan. Sepanjang tiga bulan mulai Februari sampai Mei 2016, pengumpulan data secara berkesinambungan. Makalah ini membahas dua aspek yaitu belajar dan pembelajaran. Dalam dinamika masyarakat minoritas muslim, bahasa Arab dicapai melalui dua hal tersebut. Secara formal pembelajaran berlangsung dengan konstruksi yang dilakukan secara kelembagaaan. Sementara di masyarakat juga berlangsung proses belajar yang dikreasikan secara informal dengan prakarsa dan inisiatif masing-masing keluarga secara tidak terstruktur. Akhirnya, kedua praktik berjalan seiring dan saling melengkapi untuk memberikan kesempatan bagi setiap warga muslim untuk belajar yang tidak terbatas pada kesempatan umur dan formalitas.

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Expecting to teach enhances motor learning and information processing during practice

Cited by 16 publications

References 16 publications

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Learning by Preparing‐to‐Teach and Teaching: A Meta‐Analysis

Does learning a skill with the expectation of teaching it impair the skill’s execution under psychological pressure if the skill is learned with analogy instructions?

Belajar Dan Pembelajaran Bahasa Arab Madrasah Minoritas Muslim Papua Barat

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