The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Promoting Transfer: Effects of Self-Explanation and Direct Instruction
Abstract
Explaining new ideas to oneself can promote transfer, but how and when such self-explanation is effective is unclear. This study evaluated whether self-explanation leads to lasting improvements in transfer success and whether it is more effective in combination with direct instruction or invention. Third- through fifth-grade children (ages 8–11; n=85) learned about mathematical equivalence under one of four conditions varying in (a) instruction on versus invention of a procedure and (b) self-explanation versus no explanation. Both self-explanation and instruction helped children learn and remember a correct procedure, and self-explanation promoted transfer regardless of instructional condition. Neither manipulation promoted greater improvements on an independent measure of conceptual knowledge. Microgenetic analyses provided insights into potential mechanisms underlying these effects.
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Cited by
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
Does discovery-based instruction enhance learning?
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338
“Furthermore, by having learners better familiarized with the processes of discovery, the cognitive load demands (Kirschner, Sweller, & Clark, 2006; Rittle-Johnson, 2006; Sweller, 1988) might be reduced.”
BackgroundInfluentialMetrics for explainable AI: challenges and prospects
Hoffman, R. R., Mueller, S. T., Klein, G., & Litman, J. (2018) · arXiv · doi:10.48550/arxiv.1812.04608 · Cited by 518
Direct instruction vs. discovery: The long view
Dean Jr., D., & Kuhn, D. (2007) · Science Education · doi:10.1002/sce.20194 · Cited by 325
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Metadata
- Authors
- Rittle-Johnson, B.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2006-01-01
- Volume
- 77
- Issue
- 1
- Pages
- 1-15
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2074801235
- Cited by
- 395
- References
- 12
- FWCI
- 10.88
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
