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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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED072629 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 22 Subjects: – SubjectFull: Cognitive Processes Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Discovery Learning Type: general – SubjectFull: Individual Differences Type: general – SubjectFull: Instructional Design Type: general – SubjectFull: Memory Type: general – SubjectFull: Task Analysis Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Transfer of Training Type: general Titles: – TitleFull: The Interaction of Reasoning and Memory Abilities with Rule-Example Vs. Discovery Instruction in Learning an Imaginary Science. Technical Report Number 3. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Texas Univ., Austin. Computer-Assisted Instruction Lab. – PersonEntity: Name: NameFull: Bunderson, C. Victor IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 1971 |
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