Expansive framing increased spontaneous transfer of the diagram-drawing learning strategy (7 of 12 vs. 1 of 12 students)¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students in the expansive condition were much more likely to draw diagrams during the respiratory session (7 of 12) than bounded-condition students (1 of 12; G2(2) = 8.28, p = .02); no effect size is printed. → Randi A. Engle 2011
Evidence¶
Randi A. Engle 2011¶
Randi A. Engle, Phi D. Nguyen, Adam Mendelson. (2011). The influence of framing on transfer: initial evidence from a tutoring experiment. Instr Sci 39:603–628. https://doi.org/10.1007/s11251-010-9145-2
q3 · i? · causal · r1
2x2x2 loglinear analysis of the categorical outcome of whether each student spontaneously drew diagrams on day 2, in the tutoring experiment. "Only 1 of the 12 students in the bounded condition drew diagrams while 7 of the 12 students in the expansive condition did so".
"students in the expansive condition were much more likely to draw diagrams than those in the bounded condition ( G2(2) = 8.28, p = .02). Only 1 of the 12 students in the bounded condition drew diagrams while 7 of the 12 students in the expansive condition did so"
Discussion¶
Related Claims¶
- General biology students in the expansive condition transferred more of what they learned about the differential pressure principle (d = 1.2)
- A non-significant trend favored expansive framing on transfer-of-learning of facts (36% vs. 13%, p = .09)
- Expansive framing increased transfer-of-knowing of the differential pressure principle (d = .95) — related
- Expansive framing increased high school biology students' transfer-of-knowing of facts between body systems (d = .89) — related
- Children's drawings suggested they noticed the robot's embedded integration elements and shifted attention from the robot to peer communication — related
- Students perceived the intended expansive versus bounded framing manipulation (d = 1.4) — related
- Expansive framing increased transfer-after-exposure of facts (d = .94) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expansive-framing-boosts-diagram-strategy-transfer |
title |
Expansive framing increased spontaneous transfer of the diagram-drawing learning strategy (7 of 12 vs. 1 of 12 students) |
description |
Expansive framing increased spontaneous transfer of the diagram-drawing learning strategy (7 of 12 vs. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — randi-a-engle-2011 |
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