How much help, is too much help? An experimental investigation of the use of check figures and completed solutions in teaching intermediate accounting

Journal of Accounting Education

Volumn 25, Issue 3, 2007, Pages 103-117

  Lindquist, Tim M ^a   Olsen, Lori Mason ^b  

^a UNIVERSITY OF NORTHERN IOWA   (United States)

^b NORTH DAKOTA STATE UNIVERSITY   (United States)

Author keywords

Academic performance; Generation effect; Homework assistance

Indexed keywords

EID: 34548380843     PISSN: 07485751     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jaccedu.2007.07.001     Document Type: Article

References (18)

1. Bonner S., and Walker P. The effects of instruction and experience on the acquisition of auditing knowledge. The Accounting Review 69 1 (1994) 157-178
2. Chi M., Bassok M., Lewis M., Reimann P., and Glaser R. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science 13 (1989) 145-182
3. DeWinstanely P.A., and Bjork E.L. Processing strategies and the generation effect: Implications for making a better reader. Memory and Cognition 32 6 (2004) 945-955
4. Earley C.E. Knowledge acquisition in Auditing: Training novice auditors to recognize cue relationships in real estate valuation. The Accounting Review 76 1 (2001) 81-97
5. Earley C.E. A note on self-explanation as a training tool for novice auditors: The effects of outcome feedback timing and level of reasoning on performance. Behavioral Research in Accounting 15 (2003) 111-125
6. Foos P.W., Mora J., and Tkacz S. Student study techniques and the generation effect. Journal of Educational Psychology 86 4 (1994) 567-576
7. Hilles W.S., and Kahle L.R. Social contract and social integration in adolescent development. Journal of Personality and Social Psychology 49 4 (1985) 1114-1121
8. McCann, M. (1995). The generation effect: Application to brand name recall in advertising. Dissertation Abstracts International Section A: Humanities and Social Sciences, 55 (7-A).
9. McNamara D., and Healy A. A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language 43 4 (2000) 652-679
10. Mulligan N., and Duke M. The positive and negative generation effects, hypermnesia and recall time. Memory and Cognition 30 7 (2002) 1044-1053
11. Owen E., and Sweller J. What do students learn while solving mathematics problems?. Journal of Educational Psychology 77 3 (1985) 272-284
12. Renkl A. Learning mathematics from worked-out examples: Analyzing and fostering self-explanations. European Journal of Psychology of Education 14 4 (1999) 477-488
13. Renkl A., Stark R., Gruber H., and Mandl H. Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology 23 (1998) 90-108
14. Santos J. Cronbach's Alpha: A tool for assessing the reliability of scales. Journal of Extension 37 2 (1999)
15. Scallon C.N., and King L.A. Is the good life the easy life?. Social Indicators Research 68 2 (2004) 127-162
16. Slamecka N.J., and Graf R. The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory 4 (1978) 592-604
17. Sweller J., and Cooper G.A. The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction 2 (1985) 59-89
18. VanLehn K. Cognitive skill acquisition. Annual Review of Psychology 47 (1996) 513-539