Learning as a Generative Process

Wittrock, M. C.

doi:10.1080/00461520903433554

Cited by 166 publications

(158 citation statements)

References 12 publications

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“…Thus, the Etymological Approach is consistent with the generative model of cognitive learning meant to improve educational experiences by creating perceptions and meaning that are consistent with prior learning (Wittrock, 1974;Veenman, et al, 2006;Goh, 2008). Once lexical access for the term Sarcopterygii has been achieved by students, they may be primed for future morpheme recognition in such words as Diptera (flies, the 'two-winged' insects) or pterophytes (fern plants with wing-like fronds), for example.…”

Section: Pedagogical Applicationmentioning

confidence: 77%

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

Brown

2014

IJOBED

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This study aims to illustrate whether or not students of a second-year introductory Zoology course who were taught their course terminology using an etymological approach would show improved learning on a number of metrics of student performance. Undergraduate students of any academic discipline are challenged by the learning of its specialized language, especially in the terminology rich fields of scientific study. A common approach among students towards learning the terminology is via rote memorization, often with little success. Studies in language learning have shown that learning scaffolds that involve a morphological breakdown of new words into their morpheme units allows for improved lexical access, as well as greater knowledge retention and transfer abilities to other words in the same morpheme families. The scientific lexicon is mostly made up of root morphemes and is auto-descriptive, therefore, by using an etymological approach while learning new scientific terminology, there are two advantages over rote techniques: firstly to have a learning scaffold that may allow students to integrate unfamiliar terminology into their personal lexical repertoires and secondly, to have the ability to infer meaning of the terms' properties with respect to their scientific contexts. These contributions may constitute a more meaningful student learning experience than factual intake and regurgitation and also they are allowing for metacognitive processing and conceptual linkage to the structure and/or function properties of terminology in their specialized scientific disciplines. This study adds to the growing body of teacher-led instructional learning resources for specialized vocabulary components of effective specialized scientific language learning at the University undergraduate level.

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Section: Pedagogical Applicationmentioning

confidence: 77%

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

Brown

2014

IJOBED

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“…Addressing Social, emotional, and Motivational Strategies for Learning Anderman (2010) undertook the task of reviewing research supporting not only the important roles of cognition, prior knowledge, transfer, and generation in human learning but also how Wittrock's (Wittrock, 1974b) Generative Model of Learning relates to the social, emotional, and cognitive aspects of academic motivation. Anderman contended that Wittrock's model may have led educational psychologists to seriously consider motivation variables and affective issues that had largely been ignored prior to the 1970s.…”

Section: Constructivism and Social Constructivism As Major Theories Gmentioning

confidence: 99%

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

McCombs

2017

Front. Educ.

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This selective historical review summarizes research on learning strategies conducted in the past 50 years and summarizes how the field has evolved. Two goals guide the review: (1) update the literature on the origins of the learning strategies research "movement" and (2) highlight in the supplement the work of one of the early contributors, Claire Ellen Weinstein, whose pioneering work endures up to now. This review fills the gap of other recent reviews by including research on learning strategies began in the 1960s and 1970s that received significant funding from military sources but remained largely hidden in technical reports and hard to find academic documents. The outcomes of this review reveal that the field is thriving, with two major unifying themes. First, there is a focus on metacognition and second, there is a focus on the whole learner and interventions that address cognitive, metacognitive, affective, physical, cultural, and social needs. The research of Dr. Weinstein (who passed June 23, 2016) has framed past and current learning strategies research agendas and includes her development, validation, and implementation of the Learning and Study Strategies Inventory in traditional and online learning contexts. This review and Supplementary Material section's personal stories include many of the early learning strategies research findings, definitions, and interventions that remain in use across the nation and world today. Future research issues and areas needing more focused attention in the years ahead given our increasing complex, digital, and diverse world are summarized in final sections of this review. My purpose in this review is to update the literature on the origins of the learning strategies research "movement. " Reviews over the past 50 years have missed many of the research contributions up to now of those who were part of the military-funded efforts during the late 1960s and early 1970s to enhance training effectiveness and efficiency in traditional and computer-assisted training contexts.Much of this early research ended up in technical reports and products not easily accessible in academic databases such as ERIC. This review is meant to update the field of learning strategies research and show how it has evolved into the many specialties we see today.A secondary purpose is to highlight, in the Supplementary Material, the work of one of these early contributors, Dr. Claire Ellen Weinstein, whose personal and professional friendship endured through our graduate student years until she passed suddenly on June 23, 2016. Readers are asked to understand that the dedicated homage in the Supplementary Material section to Dr. Weinstein is selective given it is a product of my own recollections and potential biases.On the whole, my hope is that it will inspire current and upcoming researchers interested in helping all students succeed as they search for theoretically and empirically grounded educational paradigms that address how students learn needed skills and characteristics in twenty-first c...

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“…Por otro lado, Wittrock (1974) destacó el carácter generativo del aprendizaje. Los sujetos aprenden material significativo generando o construyendo relaciones entre la nueva información y el conocimiento almacenado en la memoria a largo plazo.…”

Section: Los Procesosunclassified

La Influencia De La Memoria Y Las Estrategias De Aprendizaje en Relación a La Comprensión Lectora en Estudiantes De Educación Primaria

Plaza¹

2017

Revista INFAD de Psicología

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The difficulties of reading comprehension by primary school students is a widespread problem in many different educational settings. This difficulty affects the learning of all educational areas , since they mainly use written language to express the content and assess their learning , hence, reading literacy is one of the basic skills that the school should develop in students.Reading and writing are priorities in primary education and in the context of basic skills at the end of this stage, students should be able to read their own texts independently and age to be able to use the resources to overcome the difficulties which arise from the understanding of a text. Accordingly, during primary education , students must get a reading , in addition to comprehensive , interpretive (taking into account the experience of the reader) and valuation . To do this, both memory and learning strategies play an important role .Regarding memory, given its structural model , in many cases, the students will have a deficit in reading comprehension because they have difficulties in relation to their sensory memory , comprising the exteroceptive senses ( sight, taste , hearing, smell and touch) . Failure to reach information correctly to the corresponding lobes of the brain , makes it can not be properly encoded by the students , causing all of the information that reaches the short term memory of the student, I have little meaning for him , making the grade reader compression is low.Concerning learning strategies have a key role to work reading comprehension of students. In our classrooms , we must provide students from early ages of a set of strategies (motivation , attention, information processing , critical thinking, etc. . ) To encourage and assist in understanding a text, and essentially that is the way for adequate academic performance.

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Learning as a Generative Process

Cited by 166 publications

References 12 publications

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

Lexical access, knowledge transfer and meaningful learning of scientific terminology via an etymological approach

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

La Influencia De La Memoria Y Las Estrategias De Aprendizaje en Relación a La Comprensión Lectora en Estudiantes De Educación Primaria

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