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Grasping Psychological Evidence: Integrating Evidentiary Practices in Psychology Instruction
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Gideon Dishon; Sarit Barzilai; Johnatan Verissimo Yanai – Cognition and Instruction, 2024
The spread of misinformation has underscored the importance of cultivating citizens' competency to critically evaluate popular accounts of scientific evidence. Extending the prevailing emphasis on evidence in the natural sciences, we argue for fostering students' understanding of psychological evidence and its communication in the media. In this…
Descriptors: Psychology, Teaching Methods, Misinformation, Evidence
Effects of Variation and Prior Knowledge on Abstract Concept Learning
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Braithwaite, David W.; Goldstone, Robert L. – Cognition and Instruction, 2015
Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…
Descriptors: Concept Formation, Prior Learning, Problem Solving, Mathematical Concepts
Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making among Multiple Visual Representations
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Martina A. Rau; Sally P. W. Wu – Cognition and Instruction, 2018
Connection-making among multiple representations is a crucial but difficult competence in STEM learning. Prior research has focused on one type of learning process involved in connection-making: sense-making processes leading to conceptual understanding of connections. Yet, other research suggests that a second type of learning process is…
Descriptors: STEM Education, Teaching Methods, Visual Perception, Control Groups
The Temporal and Dynamic Nature of Self-Regulatory Processes during Independent and Externally Assisted Hypermedia Learning
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Johnson, Amy M.; Azevedo, Roger; D'Mello, Sidney K. – Cognition and Instruction, 2011
This study examined the temporal and dynamic nature of students' self-regulatory processes while learning about the circulatory system with hypermedia. A total of 74 undergraduate students were randomly assigned to 1 of 2 conditions: independent learning or externally assisted learning. Participants in the independent learning condition used a…
Descriptors: Feedback (Response), Undergraduate Students, Intervals, Independent Study
Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving.
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Bielaczyc, Katerine; And Others – Cognition and Instruction, 1995
Presents ongoing research for constructing formal models of learning in rich problem-solving domains. The underlying framework for the research is aimed at integrating models of active, goal-oriented learning processes with theories of problem-solving and cognitive skill development. Indicates that the particular self-explanation and…
Descriptors: Cognitive Processes, Learning Processes, Learning Strategies, Learning Theories
The Deep-Level-Reasoning-Question Effect: The Role of Dialogue and Deep-Level-Reasoning Questions during Vicarious Learning
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Craig, Scotty D.; Sullins, Jeremiah; Witherspoon, Amy; Gholson, Barry – Cognition and Instruction, 2006
We investigated the impact of dialogue and deep-level-reasoning questions on vicarious learning in 2 studies with undergraduates. In Experiment 1, participants learned material by interacting with AutoTutor or by viewing 1 of 4 vicarious learning conditions: a noninteractive recorded version of the AutoTutor dialogues, a dialogue with a…
Descriptors: Undergraduate Students, Logical Thinking, Dialogs (Language), Learning Processes
How Students Understand Physics Equations.
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Sherin, Bruce L. – Cognition and Instruction, 2001
Analyzed a corpus of videotapes in which university students solved physics problems to determine how students learn to understand a physics equation. Found that students learn to understand physics equations in terms of a vocabulary of elements called symbolic forms, each associating a simple conceptual schema with a pattern of symbols. Findings…
Descriptors: Cognitive Development, Educational Practices, Learning Processes, Physics