When does Provision of Instruction Promote Learning?

Hee Seung Lee, Abraham Anderson, Shawn Betts, John R. Anderson

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)

Abstract

Contradictory evidence has been reported on the effects of discovery learning approach and the role of instructional explanations. By manipulating the presence of instruction (verbal explanation) and transparency of problem structures, we investigated how effects of instructional explanations differed depending on the transparency of problem structure. We developed an auxiliary representational task that made certain aspects of the problem structure more transparent. Instruction proved irrelevant to those aspects of the problem made transparent by the representation but facilitated learning of those aspects that were left obscure. We suggest that the critical role of instruction is not specifying the steps in solving a problem, but rather making salient the features that are critical to student’s ability to infer the steps from examples.

Original languageEnglish
Title of host publicationExpanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011
EditorsLaura Carlson, Christoph Hoelscher, Thomas F. Shipley
PublisherThe Cognitive Science Society
Pages3518-3523
Number of pages6
ISBN (Electronic)9780976831877
Publication statusPublished - 2011
Event33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011 - Boston, United States
Duration: 2011 Jul 202011 Jul 23

Publication series

NameExpanding the Space of Cognitive Science - Proceedings of the 33rd Annual Meeting of the Cognitive Science Society, CogSci 2011

Conference

Conference33rd Annual Meeting of the Cognitive Science Society: Expanding the Space of Cognitive Science, CogSci 2011
Country/TerritoryUnited States
CityBoston
Period11/7/2011/7/23

Bibliographical note

Publisher Copyright:
© CogSci 2011.

All Science Journal Classification (ASJC) codes

  • Artificial Intelligence
  • Computer Science Applications
  • Human-Computer Interaction
  • Cognitive Neuroscience

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