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Cited by 422Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsTeaching and Learning Programming

The DOI matches its Crossref record; 31 of the 36 references it cites were found in a registry or an index.

Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving

Bielaczyc, Katerine, Pirolli, Peter L., Brown, Ann L.·1995·Cognition and Instruction
DOI 10.1207/s1532690xci1302_3
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Abstract

Previous research has found positive correlations between particular strategies students use while studying to explain instructional materials to themselves and student performance on associated problem-solving tasks (Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Pirolli & Bielaczyc, 1989; Pirolli & Recker, 1994). In the study reported here, we investigate the causal nature of this relation. This was accomplished by identifying a set of self-explanation and self-regulation strategies used by high-performance students in our earlier studies. We used strategy training to manipulate students' application of these strategies and examined the impact of their use on student explanations and performance. Twenty-four university students with no prior programming experience worked through a sequence of programming lessons. Following introductory lessons, participants received interventions involving explicit training in the strategies (instructional group) or received a similar set of interventions but no explicit training (control group). The instructional group showed significantly greater gains than the control group in the use of self-explanation and self-regulation strategies from the pre- to postinterventions lessons. Increased strategy application was accompanied by significantly greater performance gains. The results indicate that the particular self-explanation and self-regulation strategies used in training contribute to learning and problem-solving performance.

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Research works printed but not linked: 7

  1. 10.1037//0033-295X.94.2.192 · DOI
  2. Baker, L. & Brown, A. L. (1984a). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (pp. 21-44). Newark, DE: International Reading Association.
  3. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues zn reading comprehension (pp. 453-481). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  4. Campione, J. C. & Brown, A. L. (1990). Guided learning and transfer: Implications for assessment. In N. Frederiksen, R. Glaser, A. Lesgold, & M. G. Shafto (Eds.), Diagnostic monitoring (pp. 141-172). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
  5. Charney D., 1986, Memory and Cognition, 14, 78
  6. Ross B. H., 1980, Cognitive Psychology, 16, 371416
  7. Winston, P. H. & Horn, B. K. P. (1981). LISP. Reading, MA: Addison-Wesley.

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Metadata

Authors
Bielaczyc, K., Pirolli, P. L., & Brown, A. L.
Affiliations
University of California, Berkeley (US)
ORCID
Pirolli, Peter L.
Venue
Cognition and Instruction
Publisher
Informa UK Limited
Published
1995-06
Volume
13
Issue
2
Pages
221-252
ISSN
  • 0737-0008 (ISSN-L)
  • 1532-690X
DOI
10.1207/s1532690xci1302_3
OpenAlex
W2027525087
Cited by
422
References
36
Citations by year
2026: 4 · 2025: 4 · 2024: 6 · 2023: 3 · 2022: 16 · 2021: 9 · 2020: 21 · 2019: 11 · 2018: 5 · 2017: 15 · 2016: 13 · 2015: 19 · 2014: 19 · 2013: 17 · 2012: 22
FWCI
15.40
Type
journal article
Language
en
Open access
closed
Locations
Cognition and Instruction (publishedVersion)
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
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
Keywords
self-explanation, self-regulation strategies, strategy training, problem solving, knowledge acquisition, programming education, novice programmers

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