Microgenetic Analyses of Learning

Siegler, Robert S.

doi:10.1002/9780470147658.chpsy0211

Cited by 198 publications

(320 citation statements)

References 167 publications

(346 reference statements)

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“…Moreover, even among those who did show indications of having attained proficiency, the norm remains a mixture of usage of correct and incorrect strategies. Thus, both interindividual and intraindividual variability are the norm-a result consistent with the microgenetic literature on repeated engagement with the same or similar tasks (Kuhn, 1995;Kuhn & Franklin, 2006;Siegler, 2006;Siegler & Crowley, 1991). This pattern further supports our claim that a single instruction session is insufficient to produce the desired mastery.…”

Section: Discussionsupporting

confidence: 77%

“…Accordingly, we conducted an analysis of performance at the initial instruction session itself. Consistent with the findings of microgenetic research (Kuhn, 1995;Siegler, 2006), students did not perform consistently across the four comparisons that constituted the postinstruction assessment at this initial session; most showed a mixture of correct (unconfounded) and incorrect (confounded) comparisons. The two DI groups were combined for analysis, since their experience had not differed at this point.…”

Section: Immediate Effects Of Direct Instructionsupporting

confidence: 68%

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Direct instruction vs. discovery: The long view

2007

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D. Klahr and M. Nigam (2004) make a case for the superiority of direct instruction over discovery learning in students' mastery of the control-of-variables strategy central to the scientific method. In the present work, we examine acquisition of this strategy among students of the same age as those studied by Klahr and Nigam, as well as follow central features of their design in directly comparing the two methods. In contrast to their design, however, we follow progress over an extended time period and a range of equivalent tasks. Three groups of 15 fourth-grade students, of diverse socioeconomic background, were compared. One group engaged in 12 sessions over 10 weeks working on problems that required the control-of-variables strategy for effective solution. Another group engaged in the same activity, preceded by a session involving direct instruction on the controlof-variables strategy. A third group received only the initial direct instruction, without subsequent engagement and practice. In this longer term framework, direct instruction appears to be neither a necessary nor sufficient condition for robust acquisition or for maintenance over time. The patterns of attainment observed here point instead to a gradual and extended process of acquisition and consolidation.

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Section: Discussionsupporting

confidence: 77%

Section: Immediate Effects Of Direct Instructionsupporting

confidence: 68%

Direct instruction vs. discovery: The long view

2007

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“…Furthermore, the use of taught knowledge or problem-solving strategies is often restricted to near transfer and limited to (very) familiar contexts and purposes (e.g., Detterman, 1993). Siegler (2006) noted that children will only show transfer of knowledge to novel tasks once they have become good strategic solvers, although this is, according to him, likely to be preceded by variable strategic behaviour (see also Perry, Samuelson, Malloy, & Schiffer, 2010). With reference to dimensions such as content and context (Barnett & Ceci, 2002), researchers have differentiated, among others, between surface versus deep transfer (Forbus, Gentner, & Law, 1995), formal versus material transfer (Klauer, 1998), and near versus far transfer (Jacobs & Vandeventer, 1971).…”

Section: Introductionmentioning

confidence: 99%

“…With reference to dimensions such as content and context (Barnett & Ceci, 2002), researchers have differentiated, among others, between surface versus deep transfer (Forbus, Gentner, & Law, 1995), formal versus material transfer (Klauer, 1998), and near versus far transfer (Jacobs & Vandeventer, 1971). Transfer has been found to occur consciously and unconsciously (Day & Gentner, 2007;Day & Goldstone, 2012), instantaneously and very gradually, and after task mastery (Siegler, 2006), or after more variable strategic behaviour (Perry et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Dynamic testing and transfer: An examination of children's problem-solving strategies

Resing

Bakker

Pronk

et al. 2016

Learning and Individual Differences

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract (150 words max)This study examined the problem-solving behaviour of 104 children (aged 7-8 years) when tackling construction-analogy tasks. Children were allocated to one of two conditions: either a form of unguided practice alone or this in combination with training based on graduated prompt techniques.Children's ability to solve figural open-ended analogy-problems was investigated as well as their ability to construct new analogy problems themselves. We examined children's progression in solving analogy problems and the variability in their strategy-use. Results showed that the group that received training made greater progress in solving analogy problems than children who only received unguided practice opportunities. However, the training appeared to give no additional improvement in performance on the transfer task over that of repeated unguided practice alone. Findings from this study demonstrate that an open construction task can provide additional information about children's cognitive learning potential.

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“…Participating children were tested individually by trained student assistants using a microgenetic trial-by-trial procedure during which a task related question on the solution was asked after each presented problem (Miller, 2000;Siegler, 2006). As an introduction, children were presented with an example to demonstrate the procedure.…”

Section: Methodsmentioning

confidence: 99%

Individual Differences in Children’s Early Strategy Behavior in Arithmetic Tasks

Lindberg¹,

Linkersdörfer²,

Lehmann³

et al. 2013

JEDP

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As demonstrated by the Overlapping Waves Model (Siegler, 1996), children's strategy use in arithmetic tasks is variable, adaptive, and changes gradually with age and experience. In this study, first grade elementary school children (n = 73), who scored high, middle, or low in a standardized scholastic mathematic achievement test, were confronted with different arithmetic tasks (simple addition, e.g., 3 + 2, simple subtraction, e.g., 7 -2, and more advanced addition, e.g., 7 + 9) to evoke different calculation strategies. Video analysis and children's self-report were used to identify individual strategy behavior. In accordance with the Overlapping Waves Model, children in all achievement groups showed variable and multiple strategy usage and adapted their behavior to the tasks of the different categories. We demonstrated that not only low achievers differed from normal achievers but also that high achievers exhibited a unique pattern of strategy behavior in early mathematics.

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Microgenetic Analyses of Learning

Abstract: Tunteler, and Han van der Maas. I would also like to thank my dedicated and hardworking research team who put many hours into this project: Theresa Treasure,

Cited by 198 publications

References 167 publications

Direct instruction vs. discovery: The long view

Direct instruction vs. discovery: The long view

Dynamic testing and transfer: An examination of children's problem-solving strategies

Individual Differences in Children’s Early Strategy Behavior in Arithmetic Tasks

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