Oral Directions: Remembering What to Do When

Glover, John A.; Timme, Vicky; Deyloff, Dave; Rogers, Margie; Dinell, Dale

doi:10.1080/00220671.1987.10885794

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…Prior research lends support to the facilitative effects of paraphrasing during reading (Bretzing and Kulhavy 1979;Glover et al 1981;Wittrock and Alesandrini 1990) and while learning a procedure (Glover et al 1987). Within simulation learning, paraphrasing results of a series of manipulations may be considered a cognitive scaffold for evaluation as described by de Jong (2006), whereby learners are prompted to learn from their experiences with the simulation.…”

Section: Paraphrasingmentioning

confidence: 98%

Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

Morrison

Bol

Ross

et al. 2015

Education Tech Research Dev

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This study examined the incorporation of generative strategies for the guided discovery of physics principles in a simulation. Participants who either paraphrased or predicted and self-explained guided discovery assignments exhibited improved performance on an achievement test as compared to a control group. Calibration accuracy (the correspondence between judgments of performance and actual performance) was also improved for the two generative strategy groups. The thoroughness of generative content and quality of self-explanations significantly predicted test performance. In regards to cognitive load, participants who predicted and self-explained reported significantly higher levels of mental effort, decreased levels of confidence, and higher levels of frustration compared to those in other treatments. The improvement in learning by the two generative strategy groups is consistent with the generative model of learning describing the importance of knowledge construction.

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Section: Paraphrasingmentioning

confidence: 98%

Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

Morrison

Bol

Ross

et al. 2015

Education Tech Research Dev

View full text Add to dashboard Cite

show abstract

“…For instance, providing a procedural schema will help form a conceptual model (Smith & Goodman, 1984;Holt et al, 1989). To enhance encoding of the procedure, processing will be optimal if the number of transformations required from the performer is minimal (Glover et al, 1987). Concerning self-testing, Guthrie et al (1991) recommended the design of "a procedural guidance system that incorporates frequent self-testing" (p.260).…”

Section: Learning a Flight Procedure: A Procedural Document Processinmentioning

confidence: 99%

Learning flight procedures by enacting and receiving feedback

et al. 2018

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Learning flight procedures is part of any pilot training. The conventional learning method consists in learning and practicing the procedure written on a sheet of paper along with printed images of the cockpit. The purpose of the present paper was to test the efficiency of a tactile interactive multimedia training tool designed to foster the self-regulated learning of flight procedures, especially through enacting relevant gestures and providing feedback. Results showed that learning with this tool did not lead to significant shorter learning times than with the conventional learning. However, on a delayed retention test in a real A320 cockpit simulator, learners of the experimental group performed the procedure more rapidly than those of the control group. Results suggested that a training tool that incites learners to perform similar gestures than those in the real environment and that provides feedback, helped learners to transform declarative into procedural knowledge.

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“…Poor performance in this subtest may be related to the age and SES of the participants but also to the demands it places on attention and working memory. Short term memory and working memory skills are critical to a child's ability to follow verbal directions (Glover, Timme, Deyloff, Rogers & Dinell, 1987). Swanson (1996) found that older children outperformed younger children on all working memory tasks regardless of the processing condition.…”

Section: Language Delayed Group -Index Scores and Receptive And Exprementioning

confidence: 99%

Expressive and receptive language skills in preschool children from a socially disadvantaged area

Ryan

Gibbon

O'Shea³

2015

International Journal of Speech-Language Pathology

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Oral Directions: Remembering What to Do When

Cited by 7 publications

References 13 publications

Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

Paraphrasing and prediction with self-explanation as generative strategies for learning science principles in a simulation

Learning flight procedures by enacting and receiving feedback

Expressive and receptive language skills in preschool children from a socially disadvantaged area

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