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The Interaction of Reasoning and Memory Abilities with Rule-Example Vs. Discovery Instruction in Learning an Imaginary Science. Technical Report Number 3.

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Bibliographic Details
Title: The Interaction of Reasoning and Memory Abilities with Rule-Example Vs. Discovery Instruction in Learning an Imaginary Science. Technical Report Number 3.
Authors: Bunderson, C. Victor, Texas Univ., Austin. Computer-Assisted Instruction Lab.
Peer Reviewed: N
Page Count: 22
Publication Date: 1971
Sponsoring Agency: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Descriptors: Cognitive Processes, Computer Assisted Instruction, Discovery Learning, Individual Differences, Instructional Design, Memory, Task Analysis, Teaching Methods, Transfer of Training
Abstract: Two experiments were conducted to investigate the relationships between individual difference variables and discovery vs. non-discovery instructional treatments in learning of an imaginary science. All subjects were able to learn the material, but presentation of examples and rules (non-discovery) led to more rapid learning. There was no difference between the two treatments on transfer to a higher-order task, although such a difference would have been predicted by the learning-by-discovery hypothesis. However, an interaction between treatment and reasoning ability combined with a floor effect on the number of examples to criterion measure leaves open the possibility that discovery learning may still show advantages, if only for individuals high in reasoning ability. (RH)
Notes: ARPA Project on Cognitive Abilities and Learning
Journal Code: RIEJUN1973
Entry Date: 1973
Accession Number: ED072629
Database: ERIC
Description
Abstract:Two experiments were conducted to investigate the relationships between individual difference variables and discovery vs. non-discovery instructional treatments in learning of an imaginary science. All subjects were able to learn the material, but presentation of examples and rules (non-discovery) led to more rapid learning. There was no difference between the two treatments on transfer to a higher-order task, although such a difference would have been predicted by the learning-by-discovery hypothesis. However, an interaction between treatment and reasoning ability combined with a floor effect on the number of examples to criterion measure leaves open the possibility that discovery learning may still show advantages, if only for individuals high in reasoning ability. (RH)