Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance
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| Title: | Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance |
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| Language: | English |
| Authors: | Anahid S. Modrek, Tania Lombrozo |
| Source: | Cognitive Science. 2024 48(9). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 10 High Schools Secondary Education Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Academic Achievement, Learning Processes, Cognitive Processes, Prediction, Educational Benefits, Language Tests, English, Standardized Tests, Mathematics Tests, Scores, Grade 10, Grade 5, Grade 6, Teaching Methods, Teacher Student Relationship, Cognitive Science, Learning Activities, Attribution Theory |
| DOI: | 10.1111/cogs.13496 |
| ISSN: | 0364-0213 1551-6709 |
| Abstract: | How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students' later performance on standardized tests of math and English? In Study 1 (N = 127 5th-6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (N = 20,384 10th graders), participants reported aspects of teachers' explanations and their own. Controlling for prior test scores, students' own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance through students' own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441086 |
| Database: | ERIC |
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