Expansive framing increased transfer-of-knowing of the differential pressure principle (d = .95)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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 i3 Students in the expansive condition transferred 78% of what they knew about the differential pressure principle versus 55% in the bounded condition (d = .95; F(1,20) = 5.42, p = .03). → 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 · i3 · causal · r2
ANOVA on transfer-of-knowing for the differential pressure principle in the tutoring experiment. The expansive condition transferred M = 78% versus M = 55% for the bounded condition, a "large main effect ( d = .95) of condition".
"there was a large main effect ( d = .95) of condition on transfer-of-knowing (F(1,20) = 5.42 p = .03), with no statistically reliable main effect of population ( F(1,20) = .34, p = .23) or interaction effect ( F(1,20) = 1.53, p = .57)"
Discussion¶
Related Claims¶
- General biology students in the expansive condition transferred more of what they learned about the differential pressure principle (d = 1.2)
- Expansive framing increased high school biology students' transfer-of-knowing of facts between body systems (d = .89) — related
- Expansive framing increased transfer-after-exposure of facts (d = .94) — related
- Expansive framing increased spontaneous transfer of the diagram-drawing learning strategy (7 of 12 vs. 1 of 12 students) — related
- No evidence that framing affected transfer of the surface area principle — related
- No condition differences in prior knowledge, time-on-task, interest, or amount learned, supporting the framing manipulation's isolation — related
- A non-significant trend favored expansive framing on transfer-of-learning of facts (36% vs. 13%, p = .09) — related
- Students perceived the intended expansive versus bounded framing manipulation (d = 1.4) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expansive-framing-boosts-differential-pressure-transfer-of-knowing |
title |
Expansive framing increased transfer-of-knowing of the differential pressure principle (d = .95) |
description |
Expansive framing increased transfer-of-knowing of the differential pressure principle (d = .95) |
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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