Correctness of generated and classified examples during learning correlates selectively with posttest task performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Correctly generating examples correlated with classification-task and generation-task performance but not inference or definition recall; correctly classifying examples correlated only with inference-task performance. → Tim M. Steininger 2022

Evidence¶

Tim M. Steininger 2022¶

Tim M. Steininger, Jörg Wittwer, Thamar Voss. (2022). Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples. Instructional Science. https://doi.org/10.1007/s11251-022-09584-7

q2 · i2 · causal · r2

Exploratory bivariate correlations (Table 2) computed separately for the generating and classifying conditions. The printed correlations ranged from r = .22 to r = .46 among the significant ones; the article reports the pattern without effect sizes for each contrast.

"correctly generating examples was significantly correlated with performance in the classification task and in the generation task but not in the inference task and in the definition recall task. Conversely, correctly classifying examples significantly correlated with performance only in the inference task."

Discussion¶

Related Claims¶

• Classified examples are more often correct than generated examples during learning, but feedback does not improve classification — related
• Classifying provided examples is more effective for learning relational categories than reading or generating examples — related
• Knowledge gains correlate positively with belief change, more strongly for higher relational-understanding levels — related