The facilitative effects of diagrams on scaffolding knowledge acquisition and metacognition in low verbal ability learners

Proceedings of the Human Factors and Ergonomics Society

Volumn , Issue , 2001, Pages 936-940

  Cuevas, Haydee M ^a   Fiore, Stephen M ^a,c   Oser, Randall L ^b  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b NAVAL AIR WARFARE CENTER   (United States)

^c Team Performance Laboratory   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COGNITIVE SYSTEMS; DATA PROCESSING; IDENTIFICATION (CONTROL SYSTEMS); LEARNING SYSTEMS; PERSONNEL TRAINING; PROBLEM SOLVING;

KNOWLEDGE ASSESSMENT; METACOGNITIVE ACCURACY;

KNOWLEDGE ACQUISITION;

EID: 0442279437     PISSN: 10711813     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1177/154193120104501308     Document Type: Conference Paper

References (21)

1. Annett, J. (1989). Training of skilled performance. In A. M. Colley & J. R. Beech (Eds.), Acquisition and performance of cognitive skills (pp 61-84). New York, NY: John Wiley & Sons.
2. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: The MIT Press.
3. Britton, B. K., Stimson, M., Stennett, B., & Gulgoz, S (1998). Learning from instructional text: Test of an individual-differences model. Journal of Educational Psychology, 90, 476-491.
4. Davidson, J. E., Deuser, R., Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 207-226). Cambridge, MA: The MIT Press
5. th Annual Meeting of the Human Factors and Ergonomics Society, 1-292. Santa Monica, CA: HFES.
6. Jonassen, D. H. & Grabowski, B. L. (1993), Handbook of individual differences, learning, and instruction. Hillsdale, NJ: LEA.
7. Kalyuga, S., Chandler, P, & Sweller, P. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 75, 351-371.
8. Maki, R. H. (1998). Metacomprehension of text: Influence of absolute confidence level on bias and accuracy. In D. Medin (Ed.), The Psychology of Learning and Motivation (Vol. 38, pp. 223-248). New York: Academic Press.
9. Maki, R. H., Jonas, D., & Kallod, M. (1994). The relationship between comprehension and metacomprehension ability. Psychonomic Bulletin & Review, 1, 126-129.
10. Maqsud, M. (1998). Effects of metacognitive instruction on mathematics achievement and attitude towards mathematics of low mathematics achievers. Educational Research, 40, 237-243.
11. Marcus, N. Cooper, M. & Sweller, J. (1996). Understanding instructions. Journal of Educational Psychology, 88, 49-63.
12. Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
13. Mayer, R. E. & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86, 389-401.
14. Microsoft PowerPoint 97 SR-2 [Computer software] (1997). Copyright 1987-1996 Microsoft Corporation.
15. Moore, D., Zabrucky, K, & Commander, N. E. (1997). Metacomprehension and comprehension performance in younger and older adults. Educational Gerontology, 23, 467-475.
16. Osman, M. E., & Hannafin, M. J. (1992). Metacognition research and theory: Analysis and implications for instructional design. Educational Technology Research & Development, 40, 83-99.
17. Paas, F. G. W. G. & Van Merrienboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors, 35, 737-743.
18. Paas, F. G. W. C, Van Merrienboer, J. J. G., & Adam, J. J. (1994). Measurement of cognitive load in instructional research. Perceptual and Motor Skills, 79, 419-430.
19. Proctor, R. W. & Dutta, A (1995). Skill acquisition and human performance. Thousand Oaks, CA: Sage Publications.
20. Snow, R. E. (1997). Individual differences. In R. D. Tennyson, F. Schott, N. M. Seel, & S. Dijkstra (Eds.), Instructional design: International perspectives, Volume 1: Theory, research, and models (pp. 215-241). Mahwah, NJ: LEA.
21. Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140.