The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions.
Abstract
In 2 experiments we examined the role of (a) specificity, (b) the type of targeted learning activities, and (c) learners' prior knowledge for the effects of relevance instructions on learning from instructional explanations. In Experiment 1, we recruited novices regarding the topic of atomic structure (N = 80) and found that specific relevance instructions designed to focus learners' attention on basic contents (i.e., focused processing prompts) were more effective than general relevance instructions that merely told learners to process the explanations for study purposes. This specificity effect was mediated by lower extraneous load that was due to having to identify the relevant information. Furthermore, regarding the role of the type of targeted learning activities, we found that focused processing prompts were more effective when they were combined with reduced explanations without explicit answers to the focused processing prompts, rather than with complete explanations that included them. This effect was mediated by a higher amount of generative learning activities on the part of the learners who received reduced explanations. To explore the role of learners' prior knowledge, in Experiment 2 we recruited a sample with greater diversity in prior knowledge (N = 77). As in Experiment 1, we found that reduced explanations and focused processing prompts were more effective than complete explanations and general purpose instructions for novice learners. However, learners with a higher degree of prior knowledge benefited more from complete explanations and general purpose instructions than from reduced explanations and focused processing prompts.
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The paper infers that students who have a higher prior knowledge level can then focus on repeating the content that was not prompted and so make better use of mental capacity, time, and energy.
“Thus, students who have a higher prior knowledge level can then focus on repeating the content that was not prompted and so make better use of mental capacity, time, and energy (Roelle et al., 2014).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Roelle et al., 2014
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- Authors
- Roelle, J., Lehmkuhl, N., Beyer, M.-U., & Berthold, K.
- Affiliations
- Bielefeld University (DE)
- Venue
- Journal of Educational Psychology
- Published
- 2015-08
- Volume
- 107
- Issue
- 3
- Pages
- 705-723
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2122699240
- Cited by
- 42
- References
- 57
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 3 · 2023: 3 · 2022: 5 · 2021: 5 · 2020: 1 · 2019: 4 · 2018: 3 · 2017: 5 · 2016: 5 · 2015: 2
- FWCI
- 5.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- PUB – Publications at Bielefeld University (Bielefeld University) (submittedVersion)
- Publikationen an der Universität Bielefeld (Universität Bielefeld) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- prior knowledge, instructional explanations, extraneous cognitive load, atomic structure, novice learners, learning from explanations
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