Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning

Journal of Experimental Psychology: Applied

Volumn 21, Issue 1, 2015, Pages 101-115

  Lachner, Andreas ^a   Nückles, Matthias ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Cohesion; Expertise; Instructional explanations; Processing; Transfer

Indexed keywords

COMPREHENSION; EDUCATIONAL MODEL; FEMALE; HUMAN; LEARNING; MALE; STUDENT; YOUNG ADULT;

COMPREHENSION; FEMALE; HUMANS; LEARNING; MALE; MODELS, EDUCATIONAL; STUDENTS; YOUNG ADULT;

EID: 84925653483     PISSN: 1076898X     EISSN: None     Source Type: Journal    
DOI: 10.1037/xap0000038     Document Type: Article

References (42)

1. Ainsworth, S., & Burcham, S. (2007). The impact of text coherence on learning by self-explanation. Learning and Instruction, 17, 286-303. http://dx.doi.org/10.1016/j.learninstruc.2007.02.004
2. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. http://dx.doi.org/10.1037/0022-3514.51.6.1173
3. Boekhout, P., van Gog, T., van de Wiel, M. W., Gerards-Last, D., & Geraets, J. (2010). Example-based learning: Effects of model expertise in relation to student expertise. British Journal of Educational Psychology, 80, 557-566. http://dx.doi.org/10.1348/000709910X497130
4. Boshuizen, H. P., & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153-184. http://dx.doi.org/10.1207/s15516709cog1602_1
5. Britton, B. K., & Gülgöz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-345. http://dx.doi.org/10.1037/0022-0663.83.3.329
6. Bromme, R., Jucks, R., & Runde, A. (2005). Barriers and biases in computer-mediated expert-layperson-communication: An overview and insights into the field of medical advice. In R. Bromme, F. W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication: And how they may be overcome (pp. 89-118). New York, NY: Springer. http://dx.doi.org/10.1007/0-387-24319-4_5
7. Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161-238). Hillsdale, NJ: Erlbaum.
8. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152. http://dx.doi.org/10.1207/s15516709cog0502_2
9. Chi, M., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, T. (2001). Learning from human tutoring. Cognitive Science, 25, 471-533. http://dx.doi.org/10.1207/s15516709cog2504_1
10. D'Mello, S., & Graesser, A. C. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22, 145-157. http://dx.doi.org/10.1016/j.learninstruc.2011.10.001
11. Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683-704). New York, NY: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511816796.038
12. Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51, 115-134. http://dx.doi.org/10.1037/0022-0167.51.1.115
13. Gilabert, R., Martínez, G., & Vidal-Abarca, E. (2005). Some good texts are always better: Text revision to foster inferences of readers with high and low prior background knowledge. Learning and Instruction, 15, 45-68. http://dx.doi.org/10.1016/j.learninstruc.2004.12.003
14. Graesser, A. C., D'Mello, S., & Cade, W. (2011). Instruction based on tutoring. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 408-426). New York, NY: Routledge Press.
15. Graesser, A. C., Millis, K. K., & Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163-189. http://dx.doi.org/10.1146/annurev.psych.48.1.163
16. Hacker, D. J. (1998). Self-regulated comprehension during normal reading. In D. J. Hacker, A. C. Graesser, & J. Dunlosky (Eds.), Metacognition in educational theory and practice (pp. 165-191). Mahwah, NJ: Erlbaum.
17. Hinds, P. J., Patterson, M., & Pfeffer, J. (2001). Bothered by abstraction: The effect of expertise on knowledge transfer and subsequent novice performance. Journal of Applied Psychology, 86, 1232-1243. http://dx.doi.org/10.1037/0021-9010.86.6.1232
18. Ifenthaler, D., & Seel, N. M. (2011). A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change. Learning and Instruction, 21, 538-549. http://dx.doi.org/10.1016/j.learninstruc.2010.08.004
19. Kalyuga, S., Renkl, A., & Paas, F. (2010). Facilitating flexible problem solving: A cognitive load perspective. Educational Psychology Review, 22, 175-186. http://dx.doi.org/10.1007/s10648-010-9132-9
20. Lachner, A., Gurlitt, J., & Nückles, M. (2012). A graph-oriented approach to measuring expertise: detecting structural differences between experts and intermediates. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 653-658). Austin, TX: Cognitive Science Society.
21. Lachner, A., & Nückles, M. (2014). Mind the gap! Graphical visualizations support students in generating cohesive explanations. Manuscript submitted for publication.
22. Leinhardt, G. (2010). Introduction: Explaining instructional explanations. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 1-5). New York, NY: Springer. http://dx.doi.org/10.1007/978-1-4419-0594-9_1
23. Linderholm, T., Everson, M. G., van den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J. (2000). Effects of causal text revision on more or less-skilled readers' comprehension of easy and difficult texts. Cognition and Instruction, 18, 525-556. http://dx.doi.org/10.1207/S1532690XCI1804_4
24. MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. New York, NY: Erlbaum.
25. McNamara, D. S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288. http://dx.doi.org/10.1080/01638539609544975
26. McNamara, D. S., Louwerse, M. M., McCarthy, P. M., & Graesser, A. C. (2010). Coh-Metrix: Capturing linguistic features of cohesion. Discourse Processes, 47, 292-330. http://dx.doi.org/10.1080/01638530902959943
27. Nückles, M., Hübner, S., & Renkl, A. (2009). Enhancing self-regulated learning by writing learning protocols. Learning and Instruction, 19, 259-271. http://dx.doi.org/10.1016/j.learninstruc.2008.05.002
28. Nückles, M., Wittwer, J., & Renkl, A. (2005). Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons. Journal of Experimental Psychology: Applied, 11, 219-236. http://dx.doi.org/10.1037/1076-898X.11.4.219
29. O'Reilly, T., & McNamara, D. S. (2007). Reversing the reverse cohesion effect: Good texts can be better for strategic, high-knowledge readers. Discourse Processes, 43, 121-152. http://dx.doi.org/10.1080/01638530709336895
30. Ozuru, Y., Briner, S., Best, R., & McNamara, D. S. (2010). Contributions of self-explanation to comprehension of high- and low-cohesion texts. Discourse Processes, 47, 641-667. http://dx.doi.org/10.1080/01638531003628809
31. Patel, V. L., & Groen, G. J. (1986). Knowledge based solution strategies in medical reasoning. Cognitive Science, 10, 91-116. http://dx.doi.org/10.1207/s15516709cog1001_4
32. Patel, V. L., Groen, G. J., & Arocha, J. F. (1990). Medical expertise as a function of task difficulty. Memory & Cognition, 18, 394-406. http://dx.doi.org/10.3758/BF03197128
33. Preacher, K. J., Rucker, D. D., MacCallum, R. C., & Nicewander, W. A. (2005). Use of the extreme groups approach: A critical reexamination and new recommendations. Psychological Methods, 10, 178-192. http://dx.doi.org/10.1037/1082-989X.10.2.178
34. Puntambekar, S., & Hubscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40, 1-12. http://dx.doi.org/10.1207/s15326985ep4001_1
35. Rosenthal, R., & Rosnow, R. L. (1985). Contrast analysis: Focused comparisons in the analysis of variance. Cambridge: Cambridge University Press.
36. Rottman, B. M., Gentner, D., & Goldwater, M. B. (2012). Causal systems categories: Differences in novice and expert categorization of causal phenomena. Cognitive Science, 36, 919-932. http://dx.doi.org/10.1111/j.1551-6709.2012.01253.x
37. Schwartz, D. L., Bransford, J. D., & Sears, D. L. (2005). Efficiency and innovation in transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1-51). Greenwich, CT: Information Age Publishing.
38. Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers & Education, 46, 426-445. http://dx.doi.org/10.1016/j.compedu.2004.08.011
39. Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
40. Vidal-Abarca, E., Mañá, A., & Gil, L. (2010). Individual differences for self-regulating task-oriented reading activities. Journal of Educational Psychology, 102, 817-826. http://dx.doi.org/10.1037/a0020062
41. Wagner, J. F. (2010). A transfer-in-pieces consideration of the perception of structure in the transfer of learning. Journal of the Learning Sciences, 19, 443-479. http://dx.doi.org/10.1080/10508406.2010.505138
42. Wittwer, J., & Renkl, A. (2008). Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist, 43, 49-64. http://dx.doi.org/10.1080/00461520701756420