Cognitive ability is expected to moderate exploration effects: enhancing metacognition for high-ability trainees but inhibiting it for low-ability trainees¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Exploratory learning is expected to enhance the metacognitive activities of high ability trainees but inhibit the metacognitive activities of low ability trainees, because unstructured learning increases cognitive workload. → Bell 2008

Evidence¶

Bell 2008¶

Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296-316. http://digitalcommons.ilr.cornell.edu/articles/410/

q1 · i? · causal · r2

Theoretical aptitude-treatment argument: the article cites Snow's position that lower-ability students benefit from tightly structured lessons while higher-ability students perform better in less structured environments, and notes more exploratory learning increases cognitive workload. Stated as an expectation, not tested in the supplied text.

"Thus, we expect that exploratory learning will enhance the metacognitive activities of high ability trainees, but will inhibit the metacognitive activities of low ability trainees."

Discussion¶

Related Claims¶

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